EducationCentral.co.nz/FutureFocus An NZME custom publication
Thursday, 25 October 2018 | 1 Issue 5 | Thursday, 25 October 2018
Education Future Central Focus
Secondary school and beyond University not the only way
Should you take a gap year?
Informs. Inspires. Educates. | EducationCentral.co.nz/FutureFocus
“The first day of school the children were crying and didn’t want to leave their mum and dad, but the second day they come in and they’re not crying. It’s so rewarding. Every day they learn something new and then you test them, you see the results and it’s like ‘wow this actually worked out really well’.” Zia – a Muslim woman originally from Fiji – says her education at Te Wānanga o Aotearoa gave her the classroom tools she needed for a teaching career and also helped build her own selfconfidence. “I’ve gained a lot of confidence in everything I do. Te Wānanga o Aotearoa helped me find where I belong in New Zealand”. “Before coming to Te Wānanga o Aotearoa I would keep to myself and wouldn’t communicate with people much. But after coming to Te Wānanga o Aotearoa, I’ve got so much confidence, I think I’m probably over confident with some things. At Te Wānanga o Aotearoa I felt safe and the whanaungatanga was amazing,” she says.
Zia Nisha Graduate
Initially Zia’s mother sat with her in class and Zia says that helped allay any fears and showed her mother the safe and caring environment she was in.
He Korowai Ākonga Bachelor of Education Level 7 (Primary Teaching)
“Coming from a Muslim family and being a girl, I think it’s the culture and the feeling of home at Te Wānanga o Aotearoa. The first year they were very concerned but by the third year they knew everyone from my class. They knew the kaiako and it was really good.”
Zia Nisha always wanted to help people and a Bachelor of Education (Primary Teaching) degree from Te Wānanga o Aotearoa has made that possible.
While learning more about te Ao Māori during the programme, Zia says she realised her Muslim faith tied in well with Māori values. “I did a presentation about how Māori values and Muslim values align. Whanaungatanga, ahurutanga, ngā takepu and ngā uara, they all sit with our five pillars of Islam. That helped me with learning because it aligns so well.”
“It’s just my drive. I’d seen people that don’t get any education and I was like ‘I want to help them’ and there are kids here who need help,” she says. After completing her three-year degree at the Māngere campus, Zia is now a Year One teacher at Rowandale School in Manurewa, and loving every minute of it.
She says the kaiako also helped her tackle any challenges along the way. “Life is not easy so you will have some challenges. I was concerned that I would get racist comments and stuff but everyone was so welcoming.”
Make a difference as a teacher He Korowai Ākonga – Bachelor of Education (Primary Teaching) Level 7 Primary school teaching is a rewarding career where you can make a real difference to the lives of our tamariki. Find out more 0800 355 553 twoa.ac.nz
*Courses and information subject to change
18-528
Muslim and Māori values align at Te Wānanga o Aotearoa
Thursday, 25 October 2018 | 3
EducationCentral.co.nz/FutureFocus
Contents Editor’s note
4: Learning by doing
5: Finding the right path
6: Gap year – what are the pros and cons?
I
t should be good news – our unemployment rates are low and there are high skill shortages in key industries – but for secondary school students who are looking to lock in study and career paths, the decisions are difficult ones. It’s estimated that a 15-year-old will likely have 17 different jobs spanning five different career paths in their lifetime. Market volatility and technological advancements mean there are few fail-safe career options anymore. The average time in a job in New Zealand of around four years is decreasing annually and that means qualifications that teach transferable skills – adaptability, creativity, and intuition – are
welcomed by employers. And getting a head start while studying is a great idea. Inside, Dani Wright looks at secondary-tertiary partnerships, which provide a great platform for students wanting real-world experience in trades-based programmes. We also explore Youth Guarantee courses, a new AUT job initiative, alternatives to university study, and much, much more. So, while there are challenges, navigating the world outside of the school gates has never been so rich in opportunities.
Greg Fleming The next issue of EducationCentral FutureFocus will be published on 12 February 2019.
8: The BA: A Bachelor of Bugger All?
10: Youth Guarantee courses provide skills for life
12: Sparking a passion in girls for STEM
13: Taking the stress out of exams
14: Just say ‘yes’: the secret to beginning a great career in hairdressing
18: Get ready for a brave new world of work
20: University not the only way
22: New AUT job initiative a winner
Editor
Advertising
Commercial Manager
Greg Fleming gregory.fleming@nzme.co.nz
Jill Parker 04 915 9798 jill.parker@nzme.co.nz
Fiona Reid 04 915 9795 fiona.reid@nzme.co.nz
Contributor Jude Barback 07 542 3013 judith.barback@nzme.co.nz
Production Aaron Morey aaron.morey@nzme.co.nz
An NZME custom publication | 2018
HealthCentral FutureFocus: a new quarterly guide for health-conscious kiwis An NZME publication, HealthCentral FutureFocus will have a print run of 90,000 copies and will be inserted into the New Zealand Herald, Northern Advocate, Bay of Plenty Times, Daily Post, Hawkes Bay Today, Wanganui Chronicle as well as the NZ Herald, attracting a combined average issue readership of 525,000 Monday–Friday readers.
22 November
Managing Health y Dental health - navigating the costs and systems of looking after your teeth y Physiotherapists, chiropractors, osteopaths - what’s the difference and who should you see? y The Green Prescription - how does it work? y Depression - recognising the signs y Superfoods to the rescue - the foods that pack a healthy punch
Find out more rob.tuitama@nzme.co.nz
04 915 9783
@HealthCentralNZ healthcentral.nz
/healthcentralnz
Or contact your local NZME media specialist
4 | Thursday, 25 October 2018
EducationCentral.co.nz/FutureFocus
Evan Strydom (left) attends the automotive trades academy at Manukau Institute of Technology (MIT) in Auckland. Photo by Ted Baghurst.
More than 2,000 trades vacancies are currently being advertised around New Zealand.
Learning by doing Secondary-tertiary partnerships are helping secondary school students to gain practical skills and employment opportunities, writes Dani Wright.
W
hether it’s helping to build a three-bedroom house, or dairy farming, video editing, healthcare, manufacturing or technology placements, secondary school students are now being given the chance to gain practical skills in environments outside the traditional classroom structure thanks to a range of secondary-tertiary partnerships around New Zealand. “There is a growing demand for more skilled workers from New Zealand industries,” says Katrina Casey, Ministry of Education Deputy Secretary Sector Enablement and Support. “Secondary-tertiary programmes provide relevant learning options for young people, encouraging them to remain in education and acquire the knowledge and skills employers and local communities need.” Part of the Youth Guarantee initiatives, secondarytertiary programmes involve partnerships between schools, tertiary providers, local communities and employers that provide young people in senior secondary school with better education and employment opportunities. These programmes may be supported through funded government programmes or through local partnerships between schools and tertiary providers. The most common secondary-tertiary programme in New Zealand is that involving trades academies, which are funded by the government
Putting theory into practice Tom Boon, CEO of Taranakipine and a firm believer in learning by doing and putting theory into practice, is sponsoring the Taranaki Futures ‘Build a Bach’ project for school students for the second year. The project is an opportunity for local secondary school students to learn skills on a live construction site, which will help them transition into work. “We always need solid young workers who are suited to a construction and production environment and with this project I am helping students learn how to do the job,” says Boon. “At the same time this
is a good way of promoting my company to young students interested in working in the industry.” Taranakipine provided all of the timber products used to build the bach completed by 19 school students as part of their Construction and Infrastructure Vocational Pathway. Literacy and numeracy skills were woven into the practical applications students were doing on site, which meant students could earn NCEA credits as they worked. “New Zealand's education system recognises that for some young people a mixture of school-based learning (e.g. 'traditional' schooling subjects like mathematics, biology and history) and learning in technical, trades, and advanced courses by tertiary education organisations is the best combination,” says Casey. As at June 2018, 335 schools (45 Auckland-based) had one or more students enrolled in a secondarytertiary programme/trades academy course. “There is a growing demand for more skilled workers from New Zealand industries,” says Casey. “Secondary-tertiary programmes provide relevant learning options for young people, encouraging them to remain in education and acquire the knowledge and skills employers and local communities need.”
Aligning learning to industry needs All programmes are expected to align with vocational pathways, which provide a framework for students to show how their learning and achievement is valued in the workplace by aligning learning to the skills need for industry. Two examples of trades academy offerings are MIT Trades Academy (South Auckland), which offers students automotive engineering, carpentry and electrical, engineering (air conditioning and refrigeration), engineering (computer-aided design), floristry, hospitality, IT and primary sector courses; and Auckland West Vocational Academy (West Auckland) covering construction and infrastructure, service
industries, creative industries, primary industries, manufacturing and technology, and social and community services. “For many students, the secondary-tertiary programme/trades academy provides their first positive learning experience,” says Casey. “The experience outside the classroom supports engagement, providing greater purpose for learning and appreciation for achieving qualifications. Students respond well to being treated like adults – it boosts their confidence.”
“There is a growing demand for more skilled workers from New Zealand industries.” Feedback on the partnerships has been positive, with the ERO report examining 15 or 24 secondarytertiary partnerships and saying they “made a positive difference for students” and kept them engaged and learning. Comments from education leaders in both secondary and tertiary settings were also positive, with one saying in the ERO report that the students experience the outside world but maintain the security of school. One school principal notes: “[It’s] just what they need to get over the hurdle of Level 2.” At the end of the programmes, in addition to the educational benefits for the students, the community benefits from the baches and houses built and the practical applications that are the result of the learning: a win-win for everyone.
Thursday, 25 October 2018 | 5
EducationCentral.co.nz/FutureFocus
Finding the right path Future Focus asks Brendan Kelly, Deputy Chief Executive, Information, at the Tertiary Education Commission, how students can get ahead in the employment market of today and in the future. By Greg Fleming.
A
t a time when the employment market is changing rapidly, deciding on courses and careers can be bewildering for both students and parents. “Start having the conversations early,” says Brendan Kelly. He says students looking for the right career path have to dig deep into what inspires and motivates them and then look at the available study opportunities and what school subjects they should be taking to get there. And while there aren’t necessarily wrong career pathways, just different ones, it’s essential to get into careers where they can build good foundational skills. “Students will be required to keep learning over the course of their lifetimes,” he says, “in a way that’s unprecedented in our entire human history.”
What about parents – are they a good source of advice? “Parents are the greatest influencers when it comes to students’ decisions about school subjects and where they go on to study or work. Of course, to be able to help their children, parents do need to have the right information at their fingertips. We’re trying to help them do that through our online careers portal, but schools also have a strong role to play in helping parents get the right information.”
What about those who want to take time out and travel – is that a good idea? “There are mixed opinions about gap years, particularly if young people aren’t clear about the career direction they want to go in. Similarly, some young people go straight to tertiary
study or training but then leave before they’ve completed their qualification. “In the end, whether it’s a good thing or not all comes down to the individual. Some young people go off and have amazing experiences that motivate and inspire them for the rest of their lives – and some don’t. “The best thing young people can do is to make sure that they have all the information they need to make informed decisions about their study and career paths so they don’t regret their decisions later.”
Trades and apprenticeships can lead to lucrative careers for the more practically minded – do enough students consider this? “We’d really like to see a shift in young people’s perceptions around having a career in trades. These kinds of careers can be hugely rewarding. And there are also a lot of employment opportunities in trades at the moment – from builders to plumbers to electricians.”
Where are some good online places where students can research their options? “There are many online portals that would be really useful for students researching their options, but we recommend students start with our careers.govt.nz website, which has tons of information that can help them think about their career paths and what to study.”
We’re writing the program on the future of computing Our Faculty of Computing and Mathematical Sciences is leading the way in delivering relevant, practical, future focused degrees. We offer the largest range of advanced computer science programmes in New Zealand, covering Computer Science, Cyber Security, Graphic Design and Information Technology. And our reputation is growing – we are now ranked among the world’s top 250 Computer Science faculties. Our teaching style gives our students a smooth transition to life which makes our graduates highly sought after by industry. One of our graduates, Grace Nolan, caught the eye of Google Sydney and she now works as a Security Engineer in detection and response. If you want to find out more about New Zealand’s most progressive Computing and Mathematical Science faculty, visit www.cms.waikato.ac.nz It’s the code for a rewarding career.
Where the world is going waikato.ac.nz FCMS_639_ECFF_A
What if they don’t know what they want to do? “If young people need some inspiration about the options available to them, they can start by turning to the influencers in their lives – like family members or coaches – or get guidance from the careers advisers at their schools, talk to teachers or mentors, research options online, or do work experience.”
What misconceptions do students have about the working world? “Students might get some great exposure to careers over the course of their lives, but they won’t fully understand what that will be like until they start their first jobs. “For some kinds of careers, it might not be at all as they’d expect. Every job, no matter how good it looks on paper, is going to have some banal aspects to it and that might come as a bit of a surprise to some young people. “The main thing is that they get good advice about the career they have chosen before they’ve chosen to study or take up a job. That might come from parents, or someone in the industry, through work experience – or by talking to careers advisers at their school or tertiary education organisation. Knowledge is power!”
How important is getting work experience? “Young people can really benefit by getting hands-on, practical learning experiences. Not only is work experience a great thing to put on their CVs, it can also help them make connections with a new community of people, as well as test that the career they have chosen is right for them.”
6 | Thursday, 25 October 2018
EducationCentral.co.nz/FutureFocus
Gap year –
what are the pros and cons? Is it a good idea to take a gap year between school and university? Or will it hold you back forever? By Diana Clement.
F
or most young people, the gap year provides a condensed maturing process, which does a whole lot of good for future academic and life prospects, says AUT professor Welby Ings. “Gap years can result in a student coming in [to university] with a higher level of maturity and lower level of entitlement because there has been time for a transformation from the culture of school to the culture of university,” says Ings. A gap year gives them the time for their work and thinking style to adapt to the demands of university. Gappers learn more worldly skills than they do at school and are able to cope better with the transition to tertiary study. At school young people have learned to think and perform in a particular way, but university is different, says Ings. “At secondary school, students develop a strategic approach to what is required of them,” says Ings, a
former secondary teacher himself. “That [approach] often doesn’t work that well at university. “Going straight to university is often the logical progression along the conveyor belt of activities for life,” he says. “What’s more, students who have come straight from school are well versed in creative excuses for not getting their work done on time.” Typically those who have come straight out of school might see a deadline eight weeks away and delay working on it for seven weeks, which just doesn’t cut it, says Ings. “They haven’t developed time management and there are some rude awakenings at university.” Ings says gap years are particularly good for boys. “Often boys are immature when they come into university. Being in a gap year environment where you are no longer the centre of the world is a great thing to approach university with.”
Various options There are many different options for a gap year. For some it’s the traditional OE in Asia/Europe with a Contiki Tour and lots of booze thrown in. Others choose something more formal, such as Lattitude Global Volunteering. The gap year doesn’t need to be a year long, says Ings. It’s not uncommon to take three months out and then move on with life. Young people can also have a gap year without leaving New Zealand. “Some people are not economically in the position to go overseas. So they change the nature of the world they are in.” These gappers may choose to work for a charity or as an intern in a field they may want to enter in the future. By the age of 18, most school leavers are strategic enough to understand that these types of experiences
Thursday, 25 October 2018 | 7
EducationCentral.co.nz/FutureFocus
One third of high school and undergraduate students surveyed by Contiki said they wanted to take a gap year.
make their CV stand out. “Having done work with communities that are very different from your own shows a potential generosity of spirit and the ability to mix with people,” says Ings. “It both enhances your profile and gives a break from the mindset of school.” At university, students will mix with a more culturally diverse group and have to organise their study very differently. A gap year will have expanded their cultural arc, making this easier.
Research validation There is a common belief by parents that taking a gap year will set their children back and that taking the fast track to university is the best way to go. However, research by Claire Crawford and Jonathan Cribb for the UK Department of Education found that students who had taken a gap year graduated with a higher grade average than their peers who transitioned straight from school, says Ings.
Likewise, Lattitude conducted a survey covering 10 years of its gappers and found that 94 per cent enrolled in university upon return. Having been away on a placement, gappers find they have matured, become more independent and are ready for adult learning, says Stevie Hight, marketing manager at Lattitude. What’s more, when they get back into education, the skills of study aren’t lost, says Ings. “This is not a big issue. There is no great brain drain. In the meantime, you will have acquired skills to add to ones you already have.” Gap years don’t suit all young people, however. Those who have a very strong peer group and plan to move through university together might not benefit as much. When they return they will need to work on building up a new peer group or catching up with the existing one. On the other hand, gap years can save students
from getting into a whole lot of debt for a degree they may not enjoy. Having a year out allows them to plan for their future. Often it will also enable them to develop money management skills that may prevent them from building up too much debt at university.
“Being in a gap year environment where you are no longer the centre of the world is a great thing to approach university with.”
HEALTHIER CHOICES MADE EASY Sign up today to receive free resources
Fuelled4life is a free, practical tool which makes it easier to provide healthier food at your school or early learning service. Sign up at fuelled4life.org.nz
8 | Thursday, 25 October 2018
EducationCentral.co.nz/FutureFocus
The BA
A Bachelor of Bugger All? It’s an urban myth that an arts degree leads nowhere, say leading humanities and social science academics. And that’s backed up by research from around the world. By Diana Clement.
D
oes your child want to do a BA? Isn’t that a Bachelor of Bugger All? Don’t be frightened that he/she will be left on the scrapheap of employment. The reality couldn’t be more different, says Victoria University's Stuart Brock. Three years after completing their degrees, only one per cent of Victoria’s humanities and social sciences graduates are on any kind of benefit, let alone unemployment. It’s an urban myth that an arts degree leads nowhere. Whilst there are jobs that do need specific technical degrees, “they can be counted on two hands”, says Brock.
The new reality
ASK US ABOUT HOW YOU COULD STUDY FOR FREE*
CALL 0800 236 765 | nzweldingschool.co.nz | Wiri. Rotorua. *Terms and Conditions Apply
World research concurs Research from around the world backs up the humanities and social science academics’ views. Brock, for example, quotes research by the University of Oxford’s Carl Benedikt Frey and Michael Osborne on the future of employment. These academics have predicted that around 47 per cent of jobs in the United States are at risk from technology. That was echoed by the New Zealand Labour Government’s Future of Work Commission report, which predicted 46 per cent of our jobs are also under the same cloud over the next 10 to 15 years. Likewise, Shaw says the truth about the real value of BAs is just beginning to be heard. He points to the University of Phoenix’s Institute for the Future, which says critical attributes for the employees and leaders of the future are the ability to: adapt to new ways of thinking; make sense of complex situations; think around an issue from different points of view; and be at ease in cross-cultural contexts. “It is little surprise, then, that a British Council survey released recently revealed that over 50 per cent of 1,700 leaders in private and public organisations in 30 countries have degrees in the social sciences and humanities,” says Shaw. He adds that the view that employers want arts graduates isn’t just a fantasy dreamed up by academics. “It is what job brokers and graduates in the real world, both at home and abroad, are telling anyone who cares to listen.” When Massey surveyed employers, 91 per cent said a BA was directly relevant to their needs. Those employers valued the critical thinking, problem solving
Many arts graduates go on to specialise through postgraduate study.
Young people will have many different jobs over their 40-year working lives, says Massey University’s Richard Shaw. This is the new reality, and for that they’ll need transferable skills and the ability to make sense of complex situations, think critically, problem solve and communicate. In a changing world where many jobs will be superseded by technology, all of these transferable skills that will be in demand in the future can be honed in an arts degree. “I would never want to advocate that a BA is the only degree where you get all these important skills to navigate a future in society,” says Brock. “A science degree is great. A commerce degree is great. But I think an arts degree gives you something unique. It gives you creative skills you might not get in other degrees.” He says research into what employers want from new recruits shows that the number-one-rated competency is communication skills, and especially verbal communication skills. A BA is for that reason what the labour market is looking for. In the arts, students must discuss ideas, critique,
WHY WAIT? ENROL NOW!
and write essays. Other degrees have much more of a focus on exams and tests, he says. “Students who have a phobia of essays choose other degrees.”
EducationCentral.co.nz/FutureFocus
and communication skills that BA graduates possess, says Shaw. AUT’s Paul Moon singles out history as an example. Without the study of history, the world would be repeating the same mistakes over and over again, he says. “History shows what does and doesn’t work and what has been tried before. If you are not aware how to use that information, you can’t make informed decisions.” What’s more, we live in an age where there is too much information and we can’t absorb it all. “You can’t ignore that information,” says Moon. “The ability to process information is the biggest currency we deal with,” he says. Students studying the arts learn to discern the quality of information; they learn how to reference it. All sorts of organisations need people who can process information, says Moon. “An arts degree provides that, which other degrees don’t.” There are, of course, a wide range of degrees that come under the banner of arts and humanities. Even so, they all teach critical thinking, says Brock. Whilst a philosophy degree teaches that critical thinking directly, the methods used in other arts degree teaching impart the same skills indirectly. Moon cites policy roles for anyone who thinks that gaining an arts degree is “generic time wasting”. “From a practical point of view, if you don’t have people with the skills taught in arts degrees, you won’t have people able to produce policy. Without that, you almost cripple projects.” Not everything should be measured by number crunching, says Moon. “We are living, social beings.”
Thursday, 25 October 2018 | 9
“If you don’t have people with the skills taught in arts degrees, you won’t have people able to produce policy. Without that, you almost cripple projects.”
Part of a healthy democracy The BA also has a role to play in the nation’s broader wellbeing, says Shaw. People who have studied politics, philosophy, religion, history, sociology, anthropology, languages, literature or media studies, to name a few, are needed in a healthy democracy to challenge received wisdoms and sacred cows. “You can’t have a functioning, vibrant, democratic society without the kind of environment the BA provides,” says Shaw. Moon also argues that subjects such as history are important for understanding your identity. “History is esoteric. The more you know about history, the more intricate and robust your identity becomes.” And Moon’s parting shot to engineers, architects and scientists who might think there is no value in an arts degree? He asks who produces all the movies and the YouTube videos that they lap up as entertainment.
Explore the postgraduate programmes for teachers and educators at the University of Otago College of Education including part-time and distance study options Visit otago.ac.nz/education/postgraduate
10 | Thursday, 25 October 2018
EducationCentral.co.nz/FutureFocus
Youth Guarantee courses provide skills for life Leaving school with no qualifications isn’t the end of the world. By Diana Clement.
M
any young people who quit early or with no qualifications are finding themselves in fulltime, fees-free tertiary programmes thanks to the government’s Youth Guarantee initiatives. Youth Guarantee is an umbrella term for five different policies and programmes aimed at keeping young people in education: Vocational Pathways, Achievement Retention Transitions (ART), SecondaryTertiary Programmes, Gateway, STAR (SecondaryTertiary Alignment Resource), and Fees-free. On a practical level, community colleges, polytechnics, and other education providers offer Youth Guarantee-funded courses and programmes to school leavers. The courses provide both practical and life skills to ease young people into further education or work. Those who complete the programmes come out with NCEA Level 2 credits under their belts, better literacy and numeracy and, very often, introductions to employers.
Success story One of those success stories is apprentice panelbeater Bailey Jackson, who went through Wintec’s My Career Pathway course. Jackson left school at 16 with no specific plans for further education. “I found it tough being in a classroom and I struggled with reading and numbers,” he says. Jackson worked initially for his father’s construction company but developed a passion for automotives thanks to many hours of tinkering with his Holden Astra. One day a nervous young Jackson walked into Wintec to see if he could land a place on an automotive course. Wintec staff recommended he sign up for the My Career Pathway New Zealand Certificate in Foundation Skills (Level 2). It was learning, but it didn’t feel like learning. “It was way better than school,” says Jackson. “It was all hands-on. If we struggled with anything, the tutors offered to help and showed us how to read the books.” During the course, Jackson gained an insight into the motor vehicle trades. Thanks to his dedication, the tutors introduced him to a local panelbeating firm that was looking for an apprentice. This is a very common story, says Doug Reid, chief executive of Community Colleges New Zealand. Many of the small training institutions offering Youth Guarantee programmes have connections in related industries and can help facilitate jobs for the students, he says. “The student might say, ‘I want to do a mechanical apprenticeship’ and we say, ‘See Dave down the road’. It’s that linked up.”
Big benefits One of the biggest benefits of Youth Guaranteefunded courses is that the classes may have only 10 to 14 students, compared with up to 30 at school.
“It is much smaller than school and it is much more individually focused,” says Reid. “In a busy secondary class, it is difficult for them to be noticed.” Not only are classes smaller, but the teaching differs from what students may have experienced at school. Tutors at the Eastern Institute of Technology (EIT) in Hawke’s Bay, for example, have additional training themselves to work with Youth Guarantee students. That results in fun, practical and engaging classes, says trades academy manager Paul Hursthouse. Another big difference with school is there is not the same compulsion to attend. Once given a choice, most turn up religiously, thanks to being in a better environment for their needs, with more engaging teaching. Jackson says he often arrived an hour or more early. Youth Guarantee courses are fees-free and providers receive a small amount of additional funding, which provides dedicated pastoral care staff and also free/subsidised transport for students. Transport costs could otherwise be prohibitive. Hursthouse says the pastoral care side of the Youth Guarantee scheme is especially important for the students. EIT’s ‘Success Navigators’ work with the family or whāwnau to ensure they are aware of the course, its expectations and the support given to the student. Students receive ongoing pastoral support from them to navigate their way through the course successfully and remove external barriers to participation. At EIT, older students are encouraged to mentor younger ones, says Hursthouse. Like every programme, some aspects work better than others. New Zealand has had youth employment programmes for decades. The current iteration, Youth Guarantee, was set up by the last government and has a big emphasis on data. What matters is measurable outcomes, which means NCEA passes. Success is not judged on employment as an outcome in any way or social wellbeing. Nonetheless, many students such as Jackson have gone on to rewarding careers. Interviews with participants six months and one year after their departures from the programme found them pursuing diverse paths and a number had changed direction since their exit interviews. Most participants were engaged in some form of education, training or employment, the report said. A few had become parents and some were not in education, employment or training. The final word goes to Jackson, who says: “Do it. It will change your life and the way you think.”
To find a Youth Guarantee provider in your region, go to www. youthguarantee.net. nz/find-a-provider
Advertisement
Bringing cleaner energy to New Zealand to help New Zealand, and the world, develop a sustainable and resilient future. Last year, the University established the Mark Dunajtschik Chair in Sustainable Energy Systems, which aims to support the transition of New Zealand and regional economies, and society, to sustainable energy. Dr Daniel Burmester, a lecturer in the School of Engineering and Computer Science, is one of the academic staff involved with the Chair’s research.
“If we can break it down to deliver a system that saves people money within a reasonable timeframe, it will be an incentive for people to switch to carbon-neutral options to run their homes.” Dr Daniel Burmester (pictured above) Lecturer, School of Engineering and Computer Science
The world’s energy demands are increasing, and the rapid depletion of traditional energy sources—along with the negative impact fossil fuels have on the environment—can no longer be ignored. Finding renewable energy solutions is a complex issue that requires a multidisciplinary approach. Victoria University of Wellington is committed to being a leader in sustainable practices, with researchers across the University working
An alumnus of Victoria University of Wellington, Daniel was selected during his undergraduate study to undertake a summer scholarship project installing a micro wind turbine.
“In New Zealand, selling power back to the grid is uneconomical,” says Daniel. “To get value for money from a solar installation, the best bet for a homeowner is to use as much of their produced power as possible. The system I looked at shifts around background household devices to make the most of power being produced during the day.” He says that research on renewable energy is advancing quickly. “There is so much happening and there are so many avenues—it’s a really exciting area to be involved in.”
Renewable Energy Systems will be offered as a major within the Bachelor of Science from 2019 at Victoria University of Wellington. It will give students interdisciplinary skills in business, engineering, policy and science. Graduates will help stem the growing demand for renewable energy engineers, policy advisers and scientists who can work with communities and industry, lead projects, make recommendations and design, build and implement clean-energy solutions.
“During the project, my ethics and research interests aligned, and I wanted to continue exploring the subject,” he says. “People know about climate change, but addressing a massive issue like that is problematic for them because they feel like they can’t make a difference on an individual level. “If we can break it down to deliver a system that saves people money within a reasonable timeframe, it will be an incentive for people to switch to carbonneutral options to run their homes.” Daniel’s experience inspired him to continue to PhD study, where he researched residential renewable energy systems that aim to make renewable energy financially viable for homeowners.
Apply now at victoria.ac.nz/study-engineering
12 | Thursday, 25 October 2018
EducationCentral.co.nz/FutureFocus
More than 90 Rotorua girls recently had their eyes opened to the possibilities of a career in a STEM subject.
Sparking a passion in girls for STEM A new initiative is aiming to get more Kiwi girls interested in digital technology and ultimately challenge societal perceptions of women in STEM. By Raewyn Court.
T
here’s no doubt that technology-based disruption is in overdrive. The technology sector is one of the largest contributors to New Zealand’s economy, with the top 200 technology companies last year bringing in a combined revenue of $10 billion. Yet a recent report by the Ministry for Women found that only 23 per cent of Kiwis employed in digital technology are female. In 2016, just under one in three IT graduates, and only a quarter of those at PhD level, were female. Justin Gray, country managing director of professional services company Accenture NZ, says there has never been a greater need to ensure equality of opportunity in technology, engineering and mathematics. “It’s clear that New Zealand’s technology industry requires a boost of female talent to promote a fairer and more gender-balanced workforce,” he says.
Some universities are reporting a significant rise in women enrolling in engineering.
Girls4Tech Girls4Tech is a global initiative by payments technology company Mastercard that aims to get girls aged 10–13 interested in STEM (science, technology, engineering and mathematics) principles to inspire them to study these subjects in later education. The initiative aims to help challenge societal perceptions of women in STEM. More than 90 Rotorua girls recently had their eyes opened to the possibilities of a career in a STEM subject in a Girls4Tech programme at John Paul College. The Year 8 girls, aged around 12–13, tackled hands-on activities while learning about cryptology, algorithms and all things digital. The activities included learning fraud detection techniques and discovering how digital convergence, near field communications (NFC) and biometrics can simplify life. They also learned that algorithms are everywhere and can help to solve all sorts of problems. Patrick Walsh, principal of John Paul College, said the school was grateful to have had the opportunity to work
with Mastercard on the initiative. “It gave our girls the opportunity to learn from experts in STEM subjects in a fun and exciting way. We believe it’s important that our young girls are as equally equipped to pursue STEM subjects as their male peers.” Based on global science and maths standards, the Girls4Tech curriculum was created in conjunction with top engineers and technologists at Mastercard. “As a technology company, Mastercard is committed to supporting and encouraging young girls to develop their STEM skills throughout their school life as they become future leaders,” says Ruth Riviere, country manager for Mastercard New Zealand and the Pacific Islands. “As a society, we need to encourage girls and women to think seriously about STEM and the incredibly diverse opportunities it opens up, while continuing to tackle gender bias that unfortunately still exists in the space,” she says. “It was great to host Girls4Tech in Rotorua and to see the girls enjoying the many pathways of STEM, which will provide them with the confidence to pursue these subjects in high school and beyond.”
15 the critical age Mastercard research into STEM barriers for girls and women found that 15 years old is the critical age at which girls decide whether or not to pursue STEM subjects. Gray notes that girls’ preconceived notions of what a technology career entails may be derailing their interest in STEM subjects at that age, according to Accenture NZ’s research. “Our findings showed that girls were put off technology careers because they were unclear about the career opportunities. The research also pointed to a disparity between girls’ and boys’ perceptions of technology subjects, with girls more likely to view them as ‘academic’ and ‘boring’. And there was a significant dip in girls’ enjoyment of STEM subjects, such as mathematics and computer science, as they entered secondary school.” Gray believes that educators, parents, business and technology leaders must find creative ways to spark
and sustain a passion for technology, engineering and maths for girls from pre-adolescence through to young adulthood. He says the Ministry of Education’s recent $40 million investment to deliver a digital technology curriculum in New Zealand was a positive move in encouraging diversity in technology. “As the subject becomes more mainstream, it is expected to become more attractive to girls. And irrespective of their eventual careers, girls with a foundation of STEM learning are better equipped to adapt to a huge variety of potential roles throughout their working lives.”
How parents can encourage daughters into STEM: • Learn what technology resources will help girls to succeed, including smartphone/tablet apps. • Enrol them in local events, such as the Hour of Code, to expose them to digital technology. • Encourage your daughters to shadow friends and family who work in technology fields. • Reframe your own attitudes to STEM to promote positive messages for your daughters. • Learn more about local and global female technology leaders and share their stories. • Introduce your daughters to coding through educational and fun computer games.
Thursday, 25 October 2018 | 13
EducationCentral.co.nz/FutureFocus
Taking the stress out of exams Find past exam papers at www.nzqa.govt. nz/ncea/assessment/ search.do, enter the subject and click ‘Exams & exemplars.’
As Year 11 students prepare to take their first formal exams, Raewyn Court asked a recent high school graduate for some valuable advice on coping with this stressful time.
P
hoebe Rowe* is currently a master’s student of psychology at the University of Auckland. She passed NCEA with excellence and merit endorsements and says the most useful study tip she received was to work through past exam papers, which are accessible on the NZQA website. “They’re a good way of seeing where your weaknesses are and what you need to spend time on. It’s also a good idea to time yourself to get some practice in writing answers under time pressure.” Rowe usually studied in her bedroom, writing notes and doing past exams at her desk. She always started with a plan, breaking her subjects down into topics to ensure she covered everything, but would tweak the plan if she realised an area needed more time spent on it. She says that having regular breaks helped her to stay focused. “Every half hour I’d take a five-minute break, and I’d take longer breaks of 20 minutes every couple of hours and a decent break for lunch to give my brain a proper rest.” Rowe says she tried to eat healthily and drink lots of water while she was studying. “I did eat a fair amount of chocolate [though], and it definitely helped my sanity!” Social media can be a real distraction, and Rowe says she had to be really disciplined by only checking in on her study breaks. When needing to focus, she put her phone on aeroplane mode and closed Facebook on her computer. Rowe’s method of study was to write out summary notes rather than just reading over class notes. “Writing provides your brain with another way of processing information, and it’s useful to have notes that just summarise the main points. I organised my
notes with headings and bullet points, and when I was reading them I highlighted keywords. I also found using mind maps really helpful. Just don’t fall into the trap of spending all your time making your notes pretty!” Rowe found study guides, which are available from bookshops, very useful. “I used the little fold-out pamphlets from StudyPass, which summarise all the points and they were helpful for consolidating everything in the hour or two before the exam. For subjects you need more help with, the ESA study guides go through everything in detail.” She enlisted her family to test her on material that needed to be rote-learned, like book and movie quotes for English, and chemical formulas for chemistry. “It’s important to stay physically active during preparation for exams,” notes Rowe. “Exercise boosts your mood and actually increases your ability to learn, so getting outside for a walk or run is a good idea. I also found that keeping up with friends and the things I enjoyed doing was important, as it meant I felt refreshed when I came back to study.” An exam timetable sometimes throws up a cluster of exams close together, which can feel overwhelming, and Rowe says this is where it’s important to have a plan. “Start studying early and don’t spend too much time on one subject – leave yourself plenty of time to study the others.” She suggests putting the books away and unwinding for an hour or two before bedtime on the night before an exam. Before the exam, trust the fact that you’ve prepared well, and remember that even if you don’t do quite as well as you’d hoped, it’s not the end of the world. *not her real name
BECOME THE BEST VERSION OF YOURSELF AT OUTWARD BOUND 5 – 21 day courses available for ages 13+ Marlborough Sounds, NZ
0800 688 927 | outwardbound.co.nz | @outwardboundnz
14 | Thursday, 25 October 2018
EducationCentral.co.nz/FutureFocus
Just say ‘yes’: the secret to beginning a great career in hairdressing Kodie North encourages aspiring hairdressers to grab every opportunity during their apprenticeship – a philosophy that is certainly paying off for one of HITO’s talented apprentices.
Stats NZ data shows the numbers of hairdressing and barbering businesses are expanding.
K
odie North doesn’t consider herself a ‘yes’ person in her day-to-day life. But when it comes to hairdressing, she doesn’t want to miss a single opportunity to gain new experiences. “Hairdressing is something I love and something I want to succeed in, so saying ‘yes’ to things is really important.” Saying ‘yes’ is her biggest piece of advice to people starting out in hairdressing. “Even if you think you can’t, you’ll find a way around it. Once you say ‘yes’ once, they’ll know you’re keen and other opportunities will come your way,” she says. “I think putting yourself out there is one of the biggest things you can do in hairdressing because there are so many hairdressers, you need to stand out.” And Kodie has certainly stood out since she began her apprenticeship with HITO, the New Zealand Hair and Beauty Industry Training Organisation. She was one of the winners of the HITO/Industry New Generation competition in June this year. The experience saw her working with award-winning hair stylists Sara Allsop and Michael Beel, and flying to Melbourne to put together a hair show. “It was quite crazy because it was my first experience of working backstage – I’d only been an apprentice for a short time and it showed a path I could go down.” Since the competition she was one of 10 HITO apprentices and graduates selected to work backstage at New Zealand Fashion Week, an experience she describes as “amazing” even though she admits she was very nervous beforehand. Despite her initial nerves, Kodie has fallen in love with the glamour of hair shows and holds aspirations of working overseas on fashion events. But for now, Kodie is happy to put her dreams of Milan and New York on hold and focus on lapping up as much experience and learning as she can in her apprenticeship here in Auckland. She relishes the opportunity to learn on the job. Her training is divided between training at the salon where she works, Bliss Hair in Birkenhead, and off-site training where she learns the theory requirements and carries out her assessments. Kodie loves working at the salon and she’s quickly discovering that hairdressing is the perfect career choice for her. “I love talking. I love being social. And I also love being really creative. So I feel hairdressing is a good way to do both.” Talking to and getting to know the clients at Bliss Hair is the favourite part of her job, although she is still getting used to being on her feet all day. In terms of support from HITO, Kodie can’t speak highly enough of the industry training organisation. “They’re amazing and supportive and they want you to succeed. They’ll do anything to help you succeed, which is awesome.”
Kodie North (centre) with two of the hairdressing models from the HITO/Industry New Generation competition.
M AC H A E L A BE AU TY TH ER A PY A PP RE N TI CE 2017 H ITO A PP RE N TI CE O F TH E YE AR
“We are all encour aged to get involv ed in the business an d feel we have a st ake in the salon.”
PA I G E
TUI BA RB ER IN G AP PR EN
TI CE
y nights, “I’ve sacrificed my Frida cause I s be Saturdays and Sunday y want to do.” know this is what I reall
S S IN G H A IR D R E
APPREN
T IC E
more ip is a lot h s e c ti n , it’s e “An appr classroom a in n a th hands-on ing.” tical learn c a r p e r o m
Is an apprenticeship right for you?
AN DR EW IST QUAL IF IE D HA IR ST YL OF TH E YE AR IST YL 2018 NZ HA IR ST
, work and “I realised I could study bt. That was not have a massive de a huge motivator.”
JADE HA IRD RES SIN G APP REN TIC E 2017 HITO CEN TRA L APP REN TIC E OF TH E YEA R
“Being able to play a part in positiv e transformation is very rewarding.”
B E AU T Y // BA R B E R I N G // H A I R D R E S S I N G
HEAR MORE ON OUR YOUTUBE VIDEOS
MATT BA R B E R
ING AP
PRENTI
CE
“I’ve pro gr as a bar essed every da y ber and as a per , grown son.”
16 | Thursday, 25 October 2018
Advertorial
EducationCentral.co.nz/FutureFocus
What worries you most about becoming a student? Bethlehem Tertiary Institute’s course helps prepare students for further study in a range of disciplines, including teaching, social work and counselling.
S
tudying full-time is a big commitment, both financially and socially. In addition there is also the underlying fear for many students that they are not capable of succeeding, either because of a lack of practical competence or a lack of confidence in their own ability. The NZ Certificate in Career and Study Preparation deals effectively with both types of fears. Programme Leader Penny Merton says the Level 4 course is an ideal one for the “academically terrified”. “While the course is designed primarily to lead into the social work, counselling and teaching degrees at Bethlehem Tertiary Institute, we also have students who are using it as preparation for other disciplines such as psychology and physiotherapy,” Penny says. The programme consists of three courses, one of which includes a practical component. The first course covers the mechanics of tertiary study, essay writing, referencing, time management, reading smarter, notetaking, critical thinking and proof-reading. The second course looks at the things that influence our thinking, such as identity, culture, beliefs and communication, and also gives a chance to further practise the skills learnt in the first course. The third course is designed to give the student an opportunity to explore a people-helping career of their
choice (teaching, social work or counselling) through a volunteer service learning experience, and through interacting with professional individuals and academic readings from their chosen area. “This Certificate programme provides a genuine experience of tertiary study without the financial commitment of a three or four year degree,” says Penny. “We designed it so that our students would complete it not only with the skills they need to succeed at tertiary level, but also knowing more about themselves and their ‘fit’ to a certain career.” BTI has a reputation for relational teaching not common at larger institutions, and “once we accept you into a programme, we are committed to your success,” Penny says. NZQA has rated Bethlehem Tertiary Institute as a Category One provider of tertiary education (the highest grade possible), so students can be assured they are getting the very best in education that New Zealand has to offer. The course is full-time (30 hours per week) and online, with an optional two or three day intensive just before the official start date. It is eligible for Student Allowances and Student Loans. The 18 week programme is run every semester, with the next iteration starting on February 11th 2019.
Penny Merton, Programme Leader for the NZ Certificate in Study and Career Preparation programme.
NZ Certificate in Study & Career Preparation Thinking of a career in Social Work, Counselling or Teaching, but lack the confidence or skills to take on tertiary study? Enrol in the NZ Certificate in Study & Career Preparation, study online or onsite for 6 months full time and set yourself up for success in your chosen field. APPLY NOW for 2019 *fees-free applies - subject to student eligibility (check out www.feesfree.govt.nz)
• Study skills including essay writing, note taking & referencing • Extensive feedback from experienced educators • Small classes www.bti.ac.nz 0800 BETHLEHEM
18 | Thursday, 25 October 2018
EducationCentral.co.nz/FutureFocus
Get ready for a brave new world of work The pace and impact of today’s changing employment world far outstrips that of the Industrial Revolution. By Greg Fleming.
D
espite the predictions of robot-led offices and technology upheaval in the workplace, the future world of work is still a work in progress, according to Kathryn Anda, managing director of productivity consultants PEPworldwide:nz. And that means students need to be adaptable. She says that students should prepare themselves for many career changes, and soft skills will become even more important. “A 15-year-old now will likely have 17 different jobs spanning five different career paths in their lifetime. A career will no longer be a chosen vocation for life. People will acquire a number of skills in each role that can be developed and applied in a manner of different ways to explore other job options. “Some skills will be through the creation of new roles as technology advances, others will see people end up in totally unrelated positions that have evolved from the skills they have honed, expanded and capitalised on.
System change needed “Continual learning will be required. And that means the education system needs to change to equip young people with the skills and capabilities to be problem solvers and have an entrepreneurial mindset. Our current curriculum does not allow for this.” She says that the much talked-about artificial intelligence in the workplace is still a work in progress. “Businesses don’t know what the jobs will look like, or what people will be needed, when (AI) is implemented, so there is huge uncertainty in many roles. Remember, AI is only as good as the data it is being set up from. Businesses are working from a huge unknown, which requires a lot of learning.” Regardless, young people should expect to be working differently, with a focus on efficiency and flexibility. Future hires are likely to encounter flatter structures where people assume more responsibility and collaborate across teams.
Young people should expect to be working differently, with a focus on efficiency and flexibility.
“We’ll see a rise in the uptake of agile working, but more important than putting a name against whatever is the latest tendency is people having clarity around what they are trying to achieve and being able to spend time focusing on those outcomes in a timely, effective manner.” Professionals’ roles will change too. “The expectation that you can go to a branch for your banking may not be there, but you might be able to do it at the supermarket. A dentist may not be doing as much actual dentistry if AI comes into play, so what can he be doing instead?”
More flexibility One good thing that students can look forward to is a more flexible work environment. “Right now,” says Anda, “it’s more about the balance in hours of work and flexibility, as seen with the Perpetual Guardian trial of five days a week down to four. I believe this will become a standard going forward as many people choose to work when it best suits them.”
EducationCentral.co.nz/FutureFocus Students can expect flatter structures and more collaboration in workplaces. Pic Getty.
The future world of work • More role changes and transience across sectors. • Continuous learning will become standard. • Problem solvers with entrepreneurial mindsets will be sought after. • More collaboration across teams. • Focus on productivity rather than hours worked.
Thursday, 25 October 2018 | 19
20 | Thursday, 25 October 2018
EducationCentral.co.nz/FutureFocus
University not the only way T
rade or university degree? This debate has been hotly contested for years as graduates are being squeezed out of university with debt alongside degrees, while tradies are finally being given more respect – and pay – for their skills. Competenz, an industry training organisation covering 36 different sector’s including forestry, engineering and transport, places many trade apprenticeships each year and says the opportunities are growing. “We have significant skills shortages across a number of industries, which is creating fantastic career opportunities for young people,” says Competenz CEO Fiona Kingsford. “For example, our data is telling us there will be another 5.5k jobs in mechanical engineering between now and 2022.” Other industries with high employment opportunities include refrigeration and air-conditioning, heating and ventilating, and fire protection, thanks to an infrastructure boom, particularly in Auckland. There’s also growth in the print and sign-making industries, as well as forestry. “Apprenticeships are a cost-effective way to set yourself up for a trade career and, with no student debt, we’re seeing the earning potential on retirement to be on a par with that of a university graduate,” says Kingsford. She says having a trade can be a way into an industry, but apprentices don’t always have to stay ‘on the tools’ and could move into team leadership positions or project management further down the track.
The Government’s new fees-free initiative for university students extends to apprenticeships for two years, not one.
Thinking about what to do for work or study in 2019? Why not combine work with study and become an apprentice, earning while you learn, writes Dani Wright.
“There’s even the option to start your own business and be the boss – doing a trade apprenticeship is the start, not the end point,” says Kingsford.
How do you choose a trade? Significant changes are also happening in automation and technology, revolutionising trade industries and potentially placing less of an emphasis on hard manual labour and more on problem solving and critical reasoning skills. “There’s the option of talking to careers teachers at high school and looking through training industry case studies of real-life apprenticeships,” says Kingsford, “as well as day-long programmes in a trade, which are run through high schools and provide a taste of what it would be like in that role.” Gotatrade.co.nz has an interactive tool to help narrow the list of trades a person might like best, as well as 2018 profile videos of people who are currently working in trade industries. One of these is Dylan Samson, who became a water reticulation technician at 19 years old after a ‘leap of faith’ job application, having no prior knowledge about the industry. The move has worked out well and he’s now 23 and running a crew, having earned while he learnt, which he says allowed him to pay for a social life and also save enough money to buy his first home. He likes being able to work outside, and to have the option to work anywhere in the world with the skills he’s developed in the trade.
Another, Paris Rose Ternent-James, 22, took up carpentry as an apprentice builder after wanting a rewarding and physical job. She likes the team aspect of the role and ‘getting stuck in together’, having turned away from the family profession of three generations of hairdressers.
Training schemes There are also group training schemes to consider, such as through Apprentice Training NZ (atnz.org.au), with current vacancies in the light automotive, refrigeration and airconditioning, and steel manufacturing industries. There’s a wealth of advice from Careers New Zealand for parents of teens who are unsure where to go in their careers, such as opening up career discussions early, being good role models, showing them their own CVs and talking about their own career paths – whether those are good experiences to follow or useful for sharing some ‘what-not-to-do’ choices along the way. Parents supporting their teens’ dreams is also highly recommended, as well as encouraging what they are good at and providing a wide range of experiences geared towards their favourite subjects. While the debate as to whether it’s better to choose university or a trade will continue to be hard-fought, there’s no argument that if you are following your passion you’re more likely to work hard, be successful and enjoy your life.
Paris Rose Ternent-James, took up carpentry as an apprentice builder after wanting a physical, rewarding job.
EducationCentral.co.nz/FutureFocus
Advertorial
Thursday, 25 October 2018 | 21
Auckland plumbing apprentice finds his fit
E
zra, 24, says, “All my friends were going to uni so I thought maybe that is what I would have to do to get ahead.” Originally from Te Puke, Ezra moved to Auckland – ‘the big smoke’ – and enrolled in university to start a Bachelor of Sports Science degree. However after one semester he realised university wasn’t for him. “I started working about three or four different jobs at the same time, which included building, labouring and working at night clubs across Auckland. “I was helping a friend out on a building site, and I had the opportunity to get involved with the plumber and experience the sort of everyday work involved with that job. I really enjoyed the hands-on nature of plumbing and knew this was the type of work I should be doing.” Shortly after, Ezra enquired about a plumbing apprenticeship through Masterlink, a training scheme owned and run by Master Plumbers. “I think companies can be a bit hesitant to hire people who approach them directly – they don’t know if you’ll commit to the job. Masterlink provides job security and kind of gives you a kick start.”
Like many young Kiwis, Ezra Jordan left high school without a clear idea of what career he wanted to pursue.
The application process was straightforward and Masterlink placed Ezra into an apprenticeship within a few weeks. “Masterlink made the entire process super easy. As soon as I applied, they were giving me regular updates on job progress, which is definitely what you need when you first start,” he says. “They find a company that wants to take you on and they look after you. Your Masterlink mentor checks in with you every three months to see how you are going and if you are on track. “As I’ve been progressing with my apprenticeship, I’ve been getting feedback that shows they have faith in my abilities. “I am a hard worker and put everything into it. The standard of my work is much better now than when I started and I’m thinking more like a tradesman.” Ezra says the plumbing trade offers amazing opportunities. “Plumbing is a great career option and I absolutely love it. It really helped ground me in a period of my life where I didn’t have much stability.
“You work with a great bunch of people, and the variety of work doesn’t give you a chance to get bored! Every day is different. You can work for others or set up your own company in the future.” Masterlink, established in 2002, connects topquality apprentices with successful plumbing, gasfitting & drainlaying businesses throughout New Zealand. As the employer, Masterlink manages the whole apprenticeship, taking care of apprentice wages, ACC, PAYE, GST, HR needs and all off-job training arrangements. Masterlink pays all their apprentices’ ITO training fees ($11k+) and provides a starter tool kit including PPE worth $2,000 plus a yearly allowance for boots. Masterlink is proud to have BNZ as a Principal Sponsor offering their apprentices a special interestfree loan package when they sign up. For more information, please visit https://www.masterlink.co.nz.
“Plumbing is a great career option!” says Ezra Jordan Start your career as a plumbing, drainlaying and/or gasfitting apprentice without the burden of a massive student loan. Masterlink will place you with a well-established company – AND: • pay you a regular wage while you learn • cover all your training fees during your apprenticeship (up to five years) • kit you out with PPE gear and tools • provide a regional mentor to support and guide you
Call us today for information about this profitable, secure, hands-on career. Call Masterlink today on 0800 502 102 masterlink.co.nz Plumbing • Gasfitting • Drainlaying
22 | Thursday, 25 October 2018
EducationCentral.co.nz/FutureFocus
New AUT job initiative a winner AUT now has an on-campus recruitment service, Internz, aimed at matching graduates with employers. By Raewyn Court.
N
earing the end of a degree brings the pressure of final assignments to hand in and exams to take, and also a looming awareness of the big job search just around the corner. Graduates might be equipped with the latest knowledge and excited about starting work, but it’s not always easy to find an employer prepared to take on someone with little or no experience of the work they’re newly qualified to do. On the flip side, employers can often find it difficult to access suitable students and graduates for those ‘starter’ job opportunities within their organisations. AUT is helping to solve this conundrum with its new on-campus recruitment service, Internz, aimed at matching graduates who want jobs with employers who need them. It’s a scaled-up version of a programme that’s been running since 2014 to help recruit students for overseas internships, with a much stronger focus now on matching graduates with New Zealand employers.
Supply and demand Anna Williams, director of student employability at AUT, says they have a steady stream of graduating students ready to be employed in a huge range of industries and roles. “We’re seeing a growing demand from employers who want an easy way to access students and graduates for work opportunities, so the service is about supply and demand – putting the two together, treating them both as clients and providing as much support as we can to both employer and graduating student. The support for graduates includes personalised coaching and job-seeking assistance.” To ensure students know how to access the service, Internz is getting the word out through on-campus advertising, social media, referrals from the careers team and word of mouth. “Once a student expresses interest in using the service, we start alerting them to roles we advertise that suit their programme of study,” says Williams. “With a student body of around 30,000, it can be challenging to ensure that everyone knows about our service, but the general reaction when students learn about it is very positive.” Internz is being run at the city campus in AUT’s employability hub, a place where students are used to coming for career advice and work-readiness support, and Williams says this makes it a natural fit and means students can be referred between the two services. As with any recruitment process, candidates will access the service by applying online for roles they see on the AUT job board. “They may be interviewed by our candidate manager, who is a recruitment professional with several years’ experience, then if they’re the right fit they’ll be added to the shortlist for the employer.”
Around 30 international roles are advertised on the Internz job board each year between July and November.
Benefits for candidates and employers A significant difference from what was offered previously at AUT is that there is now a dedicated relationship manager at Internz for each client group – candidates and employers. Williams says another enhancement is in improved technology to allow targeted marketing of roles to students and provide a candidate management system. She notes that students benefit by using Internz rather than registering with traditional recruitment firms. “At Internz, we’re advocating to employers about the benefits of employing graduates and students. Our candidates are never going to be told by our recruiters that they don’t have enough experience to apply for a role.” Employers benefit too, because while they’re getting the same professional client service they would with a traditional agency, they also receive insights and support around engaging new graduates and a millennial workforce. Millennials – those born between 1982 and 2004 – now make up over a third of the New Zealand workforce, according to Deloitte's 2018 Millennial Survey. Williams says Internz also makes it very easy for employers. “They phone or email our recruiter and give a brief. Then they wait for a shortlist of suitable and work-ready candidates.”
“We’re seeing a growing demand from employers who want an easy way to access students and graduates for work opportunities.” Many employers now look at the whole person rather than just the one-dimensional qualification when interviewing a graduate. AUT has responded to this outlook by offering a number of programmes to complement students’ academic study. "We have many great programmes,” says Williams, “but my favourite is the AUT Edge Award, where we formally acknowledge students’ involvement in volunteering, leadership and employability activities, and it’s even acknowledged on their academic transcript.” Last year 7,200 students graduated from AUT and Williams really hopes that most students preparing to graduate this year will make use of Internz. “We may not be able to find roles for every graduate from AUT, but we’ll give it a good go.”
EducationCentral.co.nz/FutureFocus
Advertorial
Thursday, 25 October 2018 | 23
Bridging the gap between school and work R
oimata Haika has done a lot in her 28 years. The mum of two works full-time in her home region of Northland, and is studying towards a degree in business communications and public relations. But, getting to where she is today wasn’t plain sailing. Thirteen years ago, she dropped out of school as a 15-year-old and found out firsthand that transitioning to a career wasn’t easy. “I was intelligent and capable, but I didn’t know what I wanted to do, so I worked in a whole lot of dead-end jobs. I basically took the long route to success.” Now, the humble leader and career mentor at industry training organisation Skills has made it her duty to put Northland teenagers on the right track. “This is my community and these are my people. I want to teach our learners the skills they need before they have to take the long route to success.” The Northland region is near the top end of the scale for students leaving school without NCEA Level 2 or 3. Their uncertain world is one Roimata knows all too well. “I was one of those kids,” she adds as she reminisces about her teenage years. And, while the Government has announced it will inject $20 million into the region in a bid to create jobs, Roimata deserves a pat on the back for her work on the frontline preparing teens for employment. Just over 18 months ago, Roimata and Skills helped launch Set for Life in Northland. The programme opened teenagers’ eyes to the prospects of a career in the trades or primary industries. “We kicked off with a four-day induction and exposure workshops. Learners, who were predominantly 17-18 years old, went out to local employers for site visits and work experience. We threw them in the deep end and they came away inspired,” says Roimata. The 16 teenagers who signed up for Set for Life also benefited from numeracy and literacy support, interpersonal communication advice, and life skills which would make their transition to the workforce seamless. “How to maintain eye contact, how to solve daily problems, start and hold conversations - they’re skills that need to be taught and nurtured, so that’s what we did; we set them up for life,” she smiles. Nineteen-year-old Blake Vinson has a mate to thank for getting him involved in Set for Life. “He was going to the meetings and said I should come along, so I thought, why not.” Fast-forward 18 months and Blake’s employed as an electrical apprentice at BMA Electrical in the Northland town of Kamo. Blake admits, “I’d always wanted to do a trade. I did a short building course then tried my hand at electrical and thought, this is what I want to do.” Blake was one of Roimata’s 16 students, and one of 12 who have found full-time employment in their chosen industry. “Two of my students decided to finish school and better their credits for tertiary study, and two dropped out. Getting 12 out of 16 into local employment is a pretty good success rate,” says Roimata. Two keys to the programme’s success, she adds, were “finding local employers who were as passionate as myself and Skills about providing a pathway for learners, and pairing employer personalities with employee personalities”. Blake’s thriving as part of a two-man team. “I want to get qualified,” he says, “and one day I might be able to own my own electrical business.” Northland’s regional annual average unemployment rate is 5.7%, that’s 1.2% higher than the national average. It’s a sobering statistic and one that shines a light on the importance of school to work transitioning programmes. Skills launched Set for Life in Northland to chip away at the region’s economic challenges and present local teens with opportunities. The programme demonstrated what can be achieved when a transition programme is done well. Blake Vinson and his 11 former class mates are proof that it works. Roimata adds, “Many Northland teens aren’t aware of the careers available to them. They haven’t been exposed to broad employment options. They know what their mum, dad, aunt and uncle do for jobs, but they think their only career option is to follow in those footsteps.” While Set for Life’s 12 month Northland programme wrapped up in March, Skills has woven those principles into its school programme which is active in many Auckland schools and recently launched in Northland. “We go into schools and expose teens to the world of work and what careers are on offer,” says Roimata. “This approach gives us extra time with learners, lets us get hold of them at a young age, and educate them that a trade career should be a first choice not a backup.” Roimata and the Skills team aren’t alone in recognising the immediate need for school to work transitioning programmes. Last year the Productivity Commission described career services in New Zealand schools as fragmented and failing to prepare young people for the future. “Having just one person to open these kids’ eyes to career opportunities and work life really makes a difference,” adds Roimata. “I took the long route to success, so it’s my mission to help these kids transition from school to work and put them on the short route to a successful career.” Skills.org.nz • 0508 SKILLS (0508 754 557)
Roimata Haika, Pathway Advsior, Skills.
Tips for bridging the gap 1. Layout all the career options. Show teens everything that’s available. 2. Get to know teens and spend time with them. 3. Teach life skills that matter – how to solve problems, how to hold positive conversations. 4. Engage like-minded local employers. 5. Pair teens with employers for real on the job work experience. Then, watch them fly! 6. Keep in touch and provide support after the job is secured.
Every kid is one great teacher away from being a success story. Inspired by Josh Shipp
Education Central .co.nz Informs. Inspires. Educates.