Ec2 november 21

A New Zealand Herald Commercial Publication

Thursday, November 21, 2013

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TERTIARY

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UNIS’ MOOC MOVES Free Moocs (massive open on-line courses) are great for the student but universities are still figuring out how to make them pay.

QUALIFIED KNOWLEDGE Earn tertiary qualifications, based on your experience and skills.

THE BEAUTY OF WAIKATO

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GOOD BEGINNINGS Private schools’ old boys and girls’ networks are about a lot more than rehashing fond memories.

ON THE JOB EXPERIENCE

SKILLS & TRADE

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BUILDING A FUTURE Nearly a quarter of apprentices plan to start their own business or progress into a supervision role within the next two years.

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TRADE WINDS BLOW Not everyone wants to go to university. Lawrence Watt looks at the options open to senior school students who want to enter a trade.

NEW STEPS AT THE LANGHAM Two managers at the Auckland hotel have introduced a nationally recognised qualification based on “invisible” textbooks.

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COLLABORATION KEY TO PROGRAMME

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HOW A MAYOR TURNED HIS TOWN AROUND

Innovation and sustainability at the core of new degree programme.

The University of Waikato is a major presence in the Waikato region and prides itself on being local, responding to the needs of the region, but also participating internationally, collaborating all over the world on research and teaching projects.

There have been recent calls from employers to have university graduates work-ready, as if this is some kind of new thinking. Waikato has been doing this in earnest since the mid1970s when its Physics Department pioneered a new four-year degree

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designed to bring university science and the business community together.

Today, Waikato’s Cooperative Education Unit places about 200 students a year and more often than not, job offers result once the students graduate.

While the living is easy at Waikato, students will find themselves challenged inside lecture theatres and labs and graduate work-ready to face the wider-world. www.waikato.ac.nz or phone 0800 WAIKATO

For Auckland electrical apprentice Leroy Hart, choosing to become an apprentice instead of going to a tertiary provider for electrical training was an easy choice.

Instead of arranging study, attempting to find work experience and then struggling to find a job when he completed the course, Leroy instead was able to rely on etco* to provide him with both the on job experience as well as the theoretical training needed.

According to Leroy, one of the best parts about being an apprentice is working directly in the industry and meeting other electricians. “I’ve been an apprentice now for just over 2 ½ years – it’s great being able to learn off and make friends with other apprentices and electricians.”

Leroy chose etco* as his employer for his apprenticeship because “of the great support in place and it’s a qualification I can use here and overseas, and the job prospects are fantastic once I qualify. When I finish my apprenticeship, I know I’ll have a great career out of it.”

On the www.etco.co.nz

A New Zealand Herald Commercial Publication EDITOR Greg Fleming WRITER Paul Charman DESIGNER Xanthe Williams COVER PIC Avondale College Student Andrew Wu by Ted Baghurst. The next ec2 supplement publishes 23 January 2014 EDITORIAL ENQUIRIES please contact gregory.fleming@apn.co.nz ADVERTISING ENQUIRIES please contact Darrell Denney on 09 373 6020 darrell.denney@apn.co.nz

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UNIS’ MOOC MOVES Free Moocs (massive open on-line courses) are great for the student but as Anthony Doesburg discovers universities are still figuring out how to make them pay THE UNIVERSITY of Auckland plans to join Massey and Waikato universities in making some of its courses available online and free.

After expressing reservations about the trend towards massive open online courses (Moocs) a year ago, Auckland has changed its tune and will partner with FutureLearn in the UK to deliver two courses via the internet.

But as with Massey and Waikato, Auckland’s Mooc move is a case of suck it and see. None of the universities know how Moocs will make any money but they all feel compelled to follow their international peers into the virtual education world.

Moocs are a bonanza for anyone who has an appetite for learning and access to a broadband internet connection. However, although free to take courses offered by the world’s top institutions, whether they will have a qualification at the end is another matter, and could end up costing them.

Massey and Waikato have a head start on Auckland. Through Australian provider Open2Study, Massey is offering short courses in agriculture, emergency management and indigenous studies. Waikato, meanwhile, went it alone with a five-week data mining

course that ended in late-October.

Auckland’s move is an apparent acknowledgement that what started as a trickle of online courses about six years ago has become a flood in the past 18 months.

Coursera, an effort led by top US university Stanford that offers nearly 500 free courses from more than 90 institutions, and edX, started by Massachusetts Institute of Technology (MIT) and Harvard University, are setting the pace.

Coursera claims more than five million students and, as of June, edX, which is offering more than 70 courses from 29 institutions, had a million.

With such momentum, it was just a matter of time before Auckland got on board, despite vice-chancellor Stuart McCutcheon expressing enduring belief in bricks and mortar universities and face-to-face education in an interview late last year.

Professor John Morrow, who is Auckland’s go-between with FutureLearn, says the university’s view hasn’t changed. Tertiary education will be taught in both the physical and virtual worlds, and at the same time as Auckland develops Moocs, which

Moocs are a bonanza for anyone who has an appetite for learning and access to a the internet.

MOOC MINING Carol Robinson had never studied computing before but decided to give Waikato University’s data mining Mooc a go. The university employee was one of the 15-20 per cent who got to the end of the course, a better than usual Mooc completion rate.

Classes were delivered via YouTube over five weeks, with each broken into four to six lessons lasting about 10 minutes.

“It felt almost one-to-one. It was more personalised than I expected.”

She found it a positive experience.

“I’m not a computer person, I have three grandchildren, so this is not something I would normally do. But it was really interesting and achievable.”

Study at a campus that’s got it all The campus at the University of Waikato ticks all the boxes.

We’re good looking – the most beautiful campus in the country. Our first-class facilities are located in one handy location with four student accommodation options situated on the campus. There’s no stress around parking, we’ve got plenty of it, or transport – buses leave the University every 15 minutes.

You’ll find Waikato has a relaxed and community atmosphere; students chill out on the lawn, grab a coffee at our lake-side cafes, or play touch rugby between classes. Best of all, the University of Waikato is located in Hamilton, one of the country’s most affordable, student-friendly cities and it’s just a short drive to Taupo or Raglan.

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TERTIARY

LEARNING ALL THE TIME

Thanks to a Mooc Auckland software developer Alfonso Bravi helped himself to some free learning from Stanford one of the world’s leading universities.

Pic / Ted Baghurst

will be available next year, it is pressing ahead with building a new campus.

“We wouldn’t be engaging in vast building projects and buying sites in Newmarket if we thought we were to become a virtual university.

“FutureLearn gives us the opportunity to have an orderly involvement in the Mooc world rather than be running off in all sorts of directions. It will give a sense of what the costs will be and what the actual benefits might be.”

So far the benefits to institutions are intangible. All the universities are pinning their hopes on marketing gains but whether those translate into enrolments by fee-paying students remains to be seen.

Massey’s agriculture Mooc might not result in an influx of paid enrolments, says

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“So far the benefits to institutions are intangible. All the universities are pinning their hopes on marketing gains but whether those translate into enrolments by fee-paying students remains to be seen.”

Professor Mark Brown, who has the job of taking the university into the digital age.

But it could lead to calls upon Massey’s expertise for helping meet the challenge of future world food shortages, he says.

Waikato, although it opted to go it alone into the Mooc world, did so with some

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aces up its sleeve. Computer science professor Ian Witten says the main one was the Waikato-developed software package Weka that the data mining course was structured around. Classes were delivered on YouTube.

“Weka has been around for about 20 years and has been downloaded about one and a half million times.” That meant there was a ready pool of people who could be alerted by mailing lists to the launch of the Mooc.

Considering that was the extent of the marketing, the course had a good reception. It attracted nearly 6000 participants from just about every country in the world, not including North Korea, and mostly from the US and India.

The rate of course completion, which for

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a Mooc is typically about 5 per cent, is the $60,000 question. Without having fully analysed the numbers, he estimates a 15-20 per cent completion rate. What he does know is the course was widely appreciated.

“I’m getting emails from all over the world thanking Waikato for this — it’s struck a chord. One person in Costa Rica has been writing a list of topics he’d like to see. He said it’s like writing a Christmas list.”

Witten says it’s almost certain the Mooc, which gave the university worldwide publicity, will be run again.

“I’m an academic, I love teaching, and how you make money out of this is really up to the university.”

For Derek McCormack, vice-chancellor of AUT University, turning Moocs into money remains a puzzle.

“The jury’s still out on what Moocs are best for,” he says. AUT isn’t about to join the party and McCormack warns that the fun could soon end.

“The key test will be when a pay wall goes up as students begin to demand credits [for which fees will be charged] for Mooc completion.”

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Two years ago Auckland software developer Alfonso Bravi helped himself to some free learning from one of the world’s leading universities, Stanford.

He did an online course in writing apps for Apple’s iPhone and iPad devices, “filling a gap” in his programming knowledge.

Bravi says his job demands continuous learning, for which Moocs are tailor-made. Not receiving formal credit for his study was of no concern.

“You get university-standard teaching for free. I achieved my goal of being able to write a commercial-quality iOS application.”

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TERTIARY

QUALIFIED KNOWLEDGE Earn tertiary qualifications, based on your experience and skills. By Paul Charman

SOME PEOPLE never got around to studying for the qualification which would now be useful to them in their present vocation.

This is frustration for many an experienced worker, people with skills honed over many years on-the-job.

Of course, the work contribution such employees make exceeds that of a fresh young graduate, with all the relevant qualifications. But Naell Crosby-Roe knows valued employees who have felt highly insecure over their lack of written qualifications.

“They tell similar stories, typically dreading the boss coming up behind them and saying, ‘okay, we’ve figured out that you don’t actually know anything, now clear off’,” says Mr Crosby-Roe. But as sales and marketing manager for Open Learning at Otago Polytechnic, Mr Crosby-Roe also has the solution. Capable NZ, part of Otago Polytechnic, awards experienced employees with tertiary qualifications, based on existing knowledge and skills. Capable NZ has offices in Auckland and Dunedin, and students can be based anywhere around the country.

Qualifications are NZQA approved and every bit as valid as those gained through traditional study pathways. Assessment techniques couldn’t be more different.

“Often people who come to us are aged 35 to 55, with 20 or more years’ experience under their belt. They may not have initially studied for a degree, and the phrase

“Essentially they give a two-hour presentation and present all their evidence. The assessment panel looks at them and effectively says – okay – you either meet that graduate profile, or you don’t. If you don’t there’s the chance for them to go away and complete what’s lacking, and we can support them in this. It can be their opportunity to do a work-based project to fill all those gaps.”

Many experienced older workers who may not have initially studied for a degree can now easier gain their tertiary qualification thanks to Capable NZ. Pic / Getty

“People don’t often get to stop and take stock of their lives but the assessment of prior learning service provides that opportunity. Those who take part in it feel enriched.”

we often hear is ‘life got in the way’. But they’re liable to be streets ahead of anyone coming straight out of tertiary education.

“They may have been using various frameworks for years, perhaps ones based on an academic or management model, but they just never had that put into words for them. We’ll help to identify those things.

“Nine to 10 months is the length of time

somebody will generally do this. There are no set classes and they work four to six hours a week in their own time. We’re generally looking at a third of the length of time in which somebody would do a traditionally taught degree.”

The culmination is a presentation to an academic panel, comprising lead assessor, industry and academic specialists.

Mr Crosby-Roe says the benefits to graduates are remarkable, often exceeding the pleasure of possessing the qualification sought.

“Often we hear, ‘I’ve got the degree and that’s nice, but that’s almost secondary to the value of the experience I’ve been though’. People don’t often get to stop and take stock of their lives but the assessment of prior learning service provides that opportunity. Those who take part in it feel enriched.

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SKILLS & TRADE

BUILDING A FUTURE Nearly a quarter of apprentices plan to start their own business or progress into a supervision role within the next two years. By Lawrence Watt

Kate Ross, an Apprentice of the Year finalist, went from studying Latin to training as a builder’s apprentice.

Pic / Ted Baghurst

MOST APPRENTICES surveyed (86%) in the BCITO (Building and Construction Industry Training Organisation) study also reported they could see themselves one day training their own apprentices.

So it’s not surprising perhaps, that Bill Harkness (age 22), the winner of the Registered Master Apprentice of the Year national award would like to set up his own firm one day.

Bill has now completed his apprenticeship and is already supervising two other builders completing a large weatherboard house in Hawke’s Bay. It’s a long way from the Vocational Pathways programme he did at school, where he learned to do “basic things’ like nailing straps for a local Hawkes Bay builder.

Bill’s interest in building began when he helped his father build decks and other small projects over the school holidays. He then worked for his current employer, Redmond Builders & Construction, during a holiday, who offered him the apprenticeship in late 2009.

Bill advises secondary school students who want to go into the building industry to take “any option that can be cross-credited to your apprenticeship and” to “keep going with your maths” which is necessary for costing.

Bill beat 99 other apprentices to win the national award at a recent ceremony at the Cloud. Competition judges said he “has proven himself as a real all-rounder, was confident, practical” and had “good balance of speed and quality workmanship.”

The competition included building a playhouse from scratch, as well as interviews.

Kate Ross (age 26), who won the Auckland regional competition in the awards, would also like to work for herself longer term.”

The magic is that you can be your own boss, which means that you have good potential earnings”, she says.

That day is still a while off; as she estimates she has about 12 months to finish her apprenticeship and was just about to sit her final degree exam in her Bachelor of Construction degree at UNITEC. “I do a bit of everything because I’m the apprentice,” she says, but likes building walls. She is currently an apprentice for CG Low Building Ltd. Kate’s path to building is a little different to many. Her subjects at school included Music, English, Art History and Latin. After enrolling for a BA, she decided it wasn’t for her and then transferred to the building degree. Did

those arts subjects influence her building? At first she replies in the negative but yes, it’s interesting to think how the ancient Egyptians might have approached a building task.

“Don’t be hesitant” she advises girls and women entering an industry that Bill Harkness is predominately male. While at secondary school, Kate says she would never have dreamed she would become a builder, but the seeds were sewn by her grandfather, who was an architect, and by her mother, a keen do-it-yourselfer who was always renovating things.

Kate has enjoyed the balance between theory and practice of the apprenticeship system. “The set-up is really good. You learn as you go,” she says. Her experience so far is almost entirely in renovation, which she enjoys, although she would like to try her hand at building something new.

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GOOD BEGINNINGS Dionne Christian discovers that private schools’ old boys and girls’ networks are about a lot more than rehashing fond memories

IT’S A fact of life – sad for many of us – that when we walk out the school gates for the final time, we’re not just farewelling the institution but friends and associates, inspiring teachers, and a wider school community that have made an indelible impression on our lives.

However, independent schools, in particular, have comprehensive networks which allow ex-pupils to stay in touch with one another and make an active contribution to the growth and development of their alma mater.

These ‘old boy and old girl’ networks are an integral part of many independent schools and a draw-card for parents looking at future educational opportunities for their children.

Why? Because these networks help keep alive the values and traditions which flow through each school and are often a reason why parents are attracted to them in the first place. In addition, they provide support for sporting, academic and cultural activities within the school as well as creating social and business/industry networks that can benefit former pupils once they’re in the so-called real world.

At Saint Kentigern College in Pakuranga, the school’s Old Collegians Association (SKOCA) is actively involved in supporting the College, Boys’ and Girls’ Schools (Years 0 – 8) and its Preschool. Set up in 1959, the Saint Kentigern Old Boys Association became the Saint Kentigern Old Collegians Association some 10 years ago when girls were accepted into the College for the firsttime and now has over 10,000 members globally.

It supports building and development programmes on all campuses, provides scholarships including for the sons and daughters of past pupils who have experienced financial hardship, and supports all College leavers and past pupils of all campuses as they start tertiary education and careers.

SKOCA President Andrew Morgan says the establishment of a Mentoring & Careers working committee alongside the College’s careers’ office is a significant new development directly linked to careers educa-

Kentigern connections – (From left) Andrew Jarvie (SKOCA president from 1997 – 2000), Jessie and George Jarvie, John Gilbert (Saint Kentigern head boy 1965), Andrew Morgan (SKOCA president) and Gary Noland (graduated in 1983, and has two sons at the Boys’ school). Jessie, (head girl in 2005) is Andrew Jarvie’s daughter-in-law; George, the first “school baby” is his grandson.

Pic / Supplied tion. It provides Year 12 and 13 students with the chance for on-site group visits to Old Collegians’ businesses so they gain a better understanding of a career they want to pursue. At careers’ evenings, Old Collegians are often on hand to speak as experts-in-their-field.

Andrew Jarvie, who attended the Boys’ School and then left the College in 1970 served as SKOCA president from 1997 – 2000, says members know many young people are finding it difficult to break into a career – to take the first step on the ladder – and saw this as a practical way to help.

“And often people reach their late fifties and sixties and they’re actually at the peak

of their career with so much knowledge that is useful to share.”

Similarly, John Gilbert, who was head boy in 1965, has had a son and now grandson at the Boys’ School and College, enjoys the contact with the ‘younger generation’ and how age barriers seem to disappear at SKOCA functions.

“It’s great to see youngsters taking their place in the world and making their mark and it’s nice to know we can keep helping them to do so.”

The Diocesan School Old Girls’ League was founded in 1911 as, its website says, to encourage fellowship among Old Girls and foster their continued association with

it. Today, it has almost 11,000 members in New Zealand and around the world. In addition to fostering fellowship amongst old girls, the League contributes approximately $75,000 p.a. to enable descendants of Old Girls attend Diocesan and also assist current pupils get the most out of their time at Diocesan through funding various performance awards predominantly for girls from years 9-13.

Like SKOCA, the league also does work Old Girls feel is fundamental to the development of women who will become future social and community, business and industry leaders. Kelly Bleakley, a 2005 graduate, and Nicola Smallwood, a 2004 graduate, recall sitting in school assemblies and being inspired by presentations given by Old Girls aged 35 and under as part of the Women2 Watch programme. This returns to the school inspirational and talented women who are making their mark in their chosen field. They share their experiences with current students, talk about some of the challenges they have faced and ways to surmount these.

“I remember thinking, ‘maybe that could be me one day’,” says Nicola. “This is an environment where women are achievers and that’s the rule, not the exception.”

All of which is music to the ears of Rosemary Eady and Margaret Tapper, Dio Old Girls who left the school in 1970 and 1958 respectively, and helped set up the Women2Watch initiative. They say young women, with greater opportunities than ever before, need programmes and networks which help them to set and achieve their dreams.

Rosemary and Margaret say the League fosters a feeling of belonging which, in turn, helps to develop confidence and selfbelief but also a sense of responsibility and service. It’s in keeping with the school motto: Ut Serviamus (that we may serve) which underscores the belief that it is right to help and serve others.

There is also a strong social element to the networks. Former Diocesan pupil Mindy Levene’s own daughter is in Year 4 and her mother also attended the Epsom school.

Mindy, who graduated in 1983, recalls her mum maintaining close friendships with

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INDEPENDENT

her school friends and she enjoyed watching that social connectedness.

“It’s a school where you build amazing relationships because you share a common bond. It’s like being part of an extended family and there’s a chance to make friends for life.”

Indeed, talk to members of the Dio Old Girls League and they speak fondly of the rapport they built with fellow pupils and how lucky they feel to be able to keep those friendships active and current through the league.

SKOCA also organises a number of annual events such as reunion dinners in NZ and in the United Kingdom and Australia, golf days, sports events and awards, and a Boys’ School and Girls’ School dinner for Year 8 students and their parents as they prepare to leave the primary schools. More recently, it’s set up a Recent Old Collegians (ROCS) network with events for a “younger set” of Old Collegians with annual functions at the main university campuses.

Jessie Jarvie, the College’s first head girl in 2005, says there’s a special bond which exists between people who went to the

“these networks help keep alive the values and traditions which flow through each school and are often a reason why parents are attracted to them in the first place.” same school and ROC events, in particular, allow younger members to share the trials and tribulations, as well as the highlights, of the university and early career years.

She is now mother to five month old George, Saint Kentigern’s first ‘College baby’ as Jessie met husband Paul at school.

Both intend to send their son to Saint Kentigern and say knowing there’s a network of supportive friends and family is a nice feeling.

Gary Noland, who graduated in 1983, says having two sons attend the Boys’ school and then the College re-ignited his enthusiasm for education.

“I’d say I was one of the ‘lost generation’ who left school in the days before social media so we all sort of lost touch with one another. Then I went to a SKOCA dinner and had my own sons start at the Boy’s School.

It re-ignited in me such excitement because I loved my school days and I wanted to be able to give something back.

“You don’t need to have money to do that; you just need to be willing to give of your time and to have a passion for the school and creating opportunities for others.”

Former Diocesan School for Girls pupils (from left to right) Nicola Smallwood, Mindy Levene and Kelly Bleakley are part of The Diocesan School Old Girls’ League which encourage fellowship among Old Girls and mentors current students.

Pic / Ted Baghurst

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SKILLS & TRADE

TRADE WINDS BLOW

Not everyone wants to go to university. Lawrence Watt looks at the options open to senior school students who want to enter a trade SCHOOLS RECOGNISE this need by offering a series of practical courses for students – estimated to be about 70% of the school population – who want to work soon after leaving school.

So what options are open to senior school students who want to become carpenter, electrician, plumber, or any of one of a huge variety of practical jobs? Are employers expectations met? How are schools preparing people for practical world and blending with it?

Technical courses offered by Avondale College, one of Auckland’s larger schools are designed to help senior students move smoothly from school to an apprenticeship, tertiary study or a job.

John Wilson, the school’s director for Technology says Avondale works closely with ITOS (Industry Training Organisations), tertiary institutions like AUT and employers’ groups like the nearby Rosebank Road Industry Association.

Technical courses offered at the school include design, tourism, woodwork, mechanical and automotive engineering. Using the Star (Secondary/ Tertiary Alignment Resource) system, the courses can seamlessly lead onto an apprenticeship, so students may end up working as say a builder or boat builder. Or they might choose to go the degree way and become an engineer in one of those same sectors. “They grow up quickly when they leave school,” he says.

Mr Wilson says that rather than just learning the technical aspects of a design

package, students should learn how to design something from the start. Personally, he has both a post graduate degree and trade qualifications – but fondly recalls the strong formative experience that early technical training had on him.

Mr Wilson says the belief that most people should complete university degrees remains strong, even though some graduates may never practice the subject they major in, even in some case, PHDs. The challenge is persuading parents, more so than to students. “The message is starting to get through. We’re slowly starting to make progress,” he says.

If a subject – say mechanical engineering – is not quite right for an individual, Mr Wilson says they can change to say, carpentry.

It is from that sector – building and construction – that will supply many of the new jobs, taken up by school leavers, says research done by economics consultancy Infometrics.

During the height of the recession, it was difficult if not impossible for school leavers to get an apprenticeship with a small builder.

That situation has been changing for a while. The sector employed some 132,000 in 2008, fell to 112,000 in 2010, but recovered to 117,000 last year says Statistics New Zealand.

Building apprenticeship numbers increased by 22% last year. A survey found 95% of recently qualified apprentices are employed in their chosen trade.

Avondale College Students of mechanical engineering – Georgia Fitness and Andrew Wu with John Wilson, director of Technology.

Pic / Ted Baghurst

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11

SKILLS & TRADE

BCITO (Building and Construction Industry Training Organisation) chief executive Ruma Karaitiana expects annual job growth of around 7% for at least five years, based on Infometrics research. Christchurch’s rebuilding and the Auckland (house building) Accord are driving the growth. “If you are thinking of entering the industry, this is the time to do it,” he says.

What about other sectors, like say manufacturing? Mike Burgess, executive officer, Employers and Manufacturers Association says as the economy recovers and expe-

“During the height of the recession, it was difficult if not impossible for school leavers to get an apprenticeship with a small builder. That situation has been changing for a while.”

These are a step away from a school – and in smaller towns, may be the main option.

Trades Academies (23 nationwide) are for those still enrolled at school and are a partnership between a school and tertiary providers like Unitec or AUT, ITOs and industry.

They enable 16 and 17 year old students – who may be looking for a means to an end and who may be at risk of leaving school without a qualification – to get both NCEA and work towards a trade qualification.

Students can choose from a wide range of areas from IT to hair and beauty services, hospitality, trades, horticulture, automotive and animal care. “Typically a student spends one or more days at the tertiary provider and the remainder

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of the week at school,” says Ms Schollmann.

The Ministry’s website says that students attending a trade academy must continue to be enrolled at school.

“Students and their families should contact their school in the first instance if they are interested in enrolling in a trades academy programme,” but can also contact a trades academy directly for “further information,” it says.

School today is a much more flexible than when teachers carried a cane and you had to call male teachers ‘Sir’. When you are 16, working out what you want to do is not always clear or easy. But the transition to work is much more exciting than it was last century.

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rienced trades people retire, there will be more jobs across the board. Small business, which employs about 80% of the workforce, will take on the most people. Already some employers find they can’t always get people with the right skills, “We don’t train enough engineers and so rely on immigration to recover the shortfall,” he says.

In Mr Burgess’s experience, teenagers want to know how much money they can earn from a career, as well as what they will be doing. Kids are “very computer savvy today, Googling how much people get paid.”

Mr Karaitiana says students should be aware of both the Gateway courses and Vocational Pathways programme, the latter launched this year.

Vocational Pathways helps students work out what subjects and NCEA credits they will need to follow their chosen path to a career.

Using the NCEA framework, the Vocational Pathways model allows students to choose subjects and courses based on a career that interests them, from a range of trades and services.

Mr Karaitiana says students should still take core subjects like English and Maths.

“The subjects are the same, whether you want to be an architect or a plumber,” he says.

Gateway is a series of formalised workplace-based programmes, now offered by over 300 schools, says the Ministry of Education’s Andrea Schollmann, group manager tertiary education.

Students on Gateway programmes get to test drive a wide range of jobs, ranging from mechanic, shop work, to flight attendant for say, for say a day a week over say 12 weeks.

Schools are getting increasingly sophisticated with their marketing material on these programmes; days devoted to finding out about Gateway options and promotional videos on their website.

While larger schools offer their own training, Trade Academies are another option.

Students of hospitality at Avondale College Caleb Kay and Jade Mano, with hospitality teacher Anthony Wilson.

Pic / Ted Baghurst

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12

SKILLS & TRADE

NEW STEPS AT THE LANGHAM They’re doing something innovative at The Langham. Two managers at the Auckland hotel have introduced a nationally recognised qualification based on “invisible” textbooks – a first for hotels in New Zealand. By Raewyn Court JOHN PARKER says he and Ehab Nasr decided to partner with industry training organisation, ServiceIQ, to implement the “My Steps” programme as a development opportunity for their employees, giving them a clear career pathway with a formally recognised qualification, and to ensure standards in consistency, increased productivity and sales, and improved staff retention.

“The My Steps programme differs from other industry training courses in that it moves away from predominantly textbookbased learning to sensory and on-the-job training,” explains Parker, The Langham’s human resources manager.

“Historically, certification programmes run through hotels, institutions and restaurants have always had a lot of bookwork, but this programme is more reflective of today’s employment environment where it’s not always possible to sit people down and ask them to read a manual,” he says.

“Trainees learn through conceptualisation and thinking for themselves in their decisions and actions, while implementing the learning into the workplace. In the restaurant training programme for example, senses like taste, smell and sight play a major part in not only knowing what the food items are but also in being able to relay that information to the customer. ” Every person employed by The Langham

participates in a two day induction programme where they are signed up to the My Steps qualification, according to their department and at no cost to themselves.

The six strands of the programme are Functions, Restaurant, Bar, Accommodation Services, Porter, and Front Office.

Tasks assigned to trainees include legislation, complaint handling, product knowledge, sales and service opportunities, host responsibility, and food care and handling.

After a three-month induction period, trainees complete each of the tasks in their own time and in any order, and are expected to achieve their National Certificate in Hospitality in around six months, but may take up to a year.

An illustration of how the programme works is in the complaint handling course, which involves a presentation from learning and development manager, Nasr.

Trainees complete questions in a booklet and practise role play. They also fill out a complaint handling diary and reflect on how they approached the complaint and whether their handling of it could have been improved.

Research projects are an essential part of the programme. In order to complete the National Certificate in Hospitality (Restaurant Service), a trainee is required to complete a research project on culinary knowledge, which will include such questions

Langham hotel employee Pauline Tiongson says the course is giving her the opportunity to gain knowledge and achieve a nationally recognised qualification without going to school.

Pic / Ted Baghurst

as, “Provide a description for each of the following sauces: Béarnaise, Beurre Blanc, Demi-glace, Hollandaise, Jus, Jus lié, and Sabayon.”

Langham hotel employee Pauline Tiongson is training for a National Certificate in Hospitality (Bar Service) Level 3 Version 1, through the My Steps programme. She says the course is giving her a unique opportunity to earn, improve, gain knowledge and achieve a nationally recognised qualification without going to school.

Tiongson says it appeals to her that she is doing the course within the guidelines of an NZQA qualification, “which guarantees that it is done within a recognised framework.”

She finds the most enjoyable part of the course to be the research. “This is the first time I can actually say that I love studying – the course makes me feel more knowledgeable,” she says. “When I started the My Steps programme, I began to understand more about my role and responsibilities in the hospitality industry. I have become more confident serving guests, knowing I could handle any situation that arose due to the training I have received.”

Tiongson says the opportunity presented

by The Langham will appeal to individuals who are career-driven, focused and “right” for the hospitality industry. “It is a clear way to make sure the company attracts staff with the right attitude,” she says.

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Connecting the future

13

SKILLS & TRADE

COLLABORATION KEY TO PROGRAMME Innovation and sustainability at the core of new degree programme. By Paul Charman YOOBEE SCHOOL of Design is New Zealand’s leading design school.

From campuses in Auckland, Wellington and Christchurch, Yoobee offers industryled diploma programmes in computer graphic design, web development, game design, animation and filmmaking.

But this year Yoobee’s Auckland campus began offering more.

In collaboration with the Open Polytechnic of New Zealand, Yoobee students who have completed at least two diplomas may now work toward a Bachelor of Applied Science degree – with just one additional year of study.

This pathway will challenge students with critical thinking, statistical analysis, research methods and project management. Students study at Yoobee Auckland’s City Road campus, while using Open Polytechnic’s online learning resources and have support from Yoobee and Open Polytechnic tutors.

Yoobee School of design academic director Mark Pearce says the first intake of five students was in July this year. With intakes in March and July next year, Yoobee expect to at least double that with both domestic and international students for 2014.

“It’s a positive alignment between Yoobee School of Design and the Open Polytechnic. We share a focus on vocational, industry-led education and applied learning,” says Mark.

Yoobee School of Design, digital media student Matt Clouston with tutor Frances Cook.

Pic / Ted Baghurst

“It’s a positive alignment between Yoobee School of Design and the Open Polytechnic. We share a focus on vocational, industry-led education and applied learning” – Mark Pearce, Youbee

“Values of innovation and sustainability are right at the core of the Degree programme. Successful companies are telling us that it’s crucial to build innovative design into their business operations, to increase competitive advantage.”

Dunedin based Animation Research Ltd are a great example of this. Their relationship with the America’s Cup goes back to 1992, and this year their graphics were available via broadcast TV, the web, mobile apps and simulators.

“Students on the Degree Programme now get to finish off their final year by developing an idea for an innovative and environmentally sustainable design, one which they can build upon and create themselves.”

Ruth Cooper, general manager education at Yoobee, says employers are placing increasing value on a Bachelor degree qualification.

“The Degree Pathway provides students with an opportunity to achieve additional academic credentials, without having to start-over elsewhere. Students can invest two years to achieve practical skills through our diplomas and later extend to a Bachelor’s degree, while remaining in the familiar Yoobee campus environment.”

The two organisations also have an internship programme and initially this sent six Yoobee graduates to build media content and apps at Open Polytechnic in Lower Hutt.

Dr Raymond Young, the head of social sciences at Open Polytechnic says the Yoobee graduate interns proved to be highly capable, with practical and soughtafter design and technology skills.

“Through the Degree Pathway, they have access to an Open Polytechnic curriculum that will round out their academic background and develop skills in critical thinking, statistical analysis, research methods and project management.”

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14

SKILLS & TRADE

HOW A MAYOR TURNED HIS TOWN AROUND Otorohanga’s Mayoral Taskforce on Jobs has been so successful that more than half of all New Zealand councils are using strategies it has pioneered. By Paul Charman

Ray Haley at AgriZone Otorohanga with mechanic Brad Pollock and workshop foreman Darren Speight.

Darren was one of the first apprentices trained under the Otorohanga Mayoral Taskforce Jobs Programme.

Pic / Anne Burdon Photography, Otorohanga

PASTORAL CARE of young people has been fundamental to the gains Otorohanga has made in solving its youth unemployment programme.

An apprentice coordinator follows up every youngster entering the trades and youth coordinators attached to Otorohanga College keep in touch with everyone going on to tertiary study or joining the local labour force.

With these and several other strategies the small King Country town has reduced its number of unemployed, aged under 25-years, to almost zero.

The council, employers and educational institutions set up the task force to stem the flow of young people out the district, says former Otorohanga Mayor Dale Williams.

“Young people were leaving town or getting into trouble because they had nothing to do. Employers were bringing in their skilled workers from overseas.

“But within the first two years of our programme youth unemployment plummeted, crime was down by 75 per cent and there was virtually no graffiti and or van-

dalism in town. Today more young families buy houses here, our hanging baskets and Kiwiana artworks are respected and there’s a really positive buzz in our community,” says Mr Williams.

“Our rugby team finished runner-up in the Waikato First Division this year, and won it last year. A small town rugby team has never before achieved this against the professional sides. It’s because so many former college boys are staying here and working locally.

“Having become self-employed tradespeople, they’re now driving vans around town with their name sign-written on the side. Some of these guys are now hiring staff through the local Trades Training Centre.”

Establishment of this Centre, run by the Waikato Institute of technology, has been central to this success, says Otorohanga Youth and Trades apprentice coordinator Ray Haley.

“And we found pastoral care and follow-up of young people was vital. Before about 2005 we could get young people into apprenticeships alright, but up to 70 per cent dropped out. I tutored for a couple of years but found that when we’d solve one problem, about five unexpected problems would open up,” says Mr Haley.

“Businesses were just too busy to cope with them. All the young people seemed to receive in the way of help was ‘old school stuff’, from people telling them how it used to be in the old days.”

Mr Haley moved on to supporting the young people in their jobs as well as tutoring.

“These guys have real challenges, because everything is now by correspondence, not like the old days when you went to night school and block courses to learn what you couldn’t absorb at work.

“Previously our apprentices went to

Hamilton once-a-week to be tutored and practically assisted with stuff. Now they’re expected to identify what aspects they need to learn, which is quite difficult.

“Then they’re expected to source it, from supervisors, peers and other people in the business.

“They complete tests and their workbooks are then taken away for marking.

But we found that nobody was putting it all into plain English, or relating it to what goes on in the workplace – something the old night classes schools used to do.

“So we set up the night school where the guys could come and get help with their workbooks, wherever were they were struggling.

“We opened the night school for two hours a week, but found young people did

“Our rugby team finished runner-up in the Waikato First Division this year, and won it last year… It’s because so many former college boys are staying here and working locally.”

– Former Otorohanga mayor Dale Williams not just want to come for those set two hours and we had to be a bit more flexible. They might be busy, for example, having to go to the girlfriend’s place, or to a friend’s for dinner. So we changed the hours to suit their needs. Night classes began starting at 4 pm on Wednesday and going through to about 9pm.

“But still they weren’t understanding a good percentage of what they needed to learn and businesses were too busy to spend the time with them. The next step

was to spend more time with them, so when the Industry Training Organisation guy came around he wouldn’t get grumpy at them.

“That was the point when they started calling me Dale Williams ‘camp mother’. Next minute I’m sitting in on disciplinary meetings, advising on contracts and helping the businesses deal with young people at their own level. It’s all sort of grown.”

Mr Haley feels spread thin at times but is certain his efforts are worthwhile.

“Without the pastoral care you’d have a technical polytech – people would turn up and do their work with nobody helping them. They’d simply waste their time and go home having achieved nothing. They’d just fail, which is still happening in a lot of other areas of New Zealand.

The Otorohanga initiatives have been made available to apprentices across Waitomo District and in Te Kuiti and Piopio. Youngsters from as far away as Waipa District, Cambridge and Te Awamutu are attending Otorohangabased programmes.

Funding relies upon Otorohanga Council, the Ministry of Social Development, Waitomo District Council, Trust Waikato, the North King Country Development Trust, Otorohanga College, McDonalds Lime and local businesses.

“The Ministry of Social Development used to fund the programs in Otorohanga but this dwindled. But Central Government should weigh-up the benefits of what we’ve achieved. We are creating jobs and putting young people to work, to save them going onto the dole.”

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For more information on how The Skills Organisation can equip you for workplace success, call 0508 SKILLS or visit skills.org.nz

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