Matauranga Strategy - NgÄti Kahungunu Iwi Incorporated

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6.5 Alternative Education Alternative Education (AE) was the Governments response in 1999 to the large numbers of 13 to 16 year old students who, for various reasons were excluded from participation in mainstream schooling. The purpose of AE is “...to provide new learning opportunities for young people who are outside of, and alienated from, the education system. Either they are unwilling to attend a regular school or schools are unwilling to enrol them in a mainstream setting”(ECAET 2002:2). The Ministry of Education pays funds directly to secondary schools at the same rate as pupils enrolled at school and in line with the 40 week school year. In 2000, Skill New Zealand was contracted to manage AE for the Hawkes Bay Consortium of schools and to interpret the consortium’s vision for AE into a functional working model (ibid:3). The predominance of Mäori and particularly young Mäori males referred to the programme, an average of 81% of the placements over the two years since it’s inception, influenced the contracting of appropriate providers versed in tikanga Mäori and whose tutors were good role models. Such providers were deliberately selected over trained secondary school teachers (ibid:4). In their report to the General Manager of Skills NZ, the East Coast Alternative Education Team (ECAET) raised their concern at the predominance of young Mäori males in the programme and that they were not being catered for within the compulsory education sector (ibid: 15). The coordinator of one Mäori provider in the Ngäti Kahungunu rohe offering three placements in an administration and computing course, was positive about the students they have received. Among reasons for the expulsion of students on her courses were fighting, drugs and nonattendance. She described the AE programme as not only an opportunity to offer skills enhancement but also to provide a secure environment for students whose experiences of schooling are negative and hostile. Many are reluctant to leave her course and some stay until they reach 18 years when they must either transfer to a Youth Programme or enter the workforce. The coordinator suggested that the low student/tutor ratio and a focus on work experience and life-skills are major reasons why the programme works so well for her organisation. However, school holidays consistently disrupted routines and students were generally unable to cope without regular and directed support. This was also confirmed in the ECAET report. There are five models of training in AE. These include supervised correspondence at home, small and large group training, and attached places for a small number of students who have succeeded in previous AE placements. Here, there is a strong vocational focus ultimately aimed at employment or further education in industry training outside of AE such as the course described above. Attached Places is also the model brokered by Flaxmere College in Hastings. In evaluating their management of AE over the two years since 2000, ECAET concluded that they had not achieved the best outcome for the ‘excluded’ student to a satisfactory degree in Hawke’s Bay. Reasons for this include: “The tension between the negative effects created for providers from the payment system and the desire of Skill NZ to satisfy the Consortium, by maximising purchasing power, had a damaging effect on our ability to produce better result [sic] for learners in terms of delivery and pathway planning outcomes...” (ibid: 14). 44
The report gives this, and the inclusion of Skill NZ as part of the Tertiary Education Commission, as principle reasons for withdrawing from the programme. In terms of the referral system, the report claimed that “ the integrity of the referral system was always under attack...providers sought to maximise their numbers, agencies sought to place unverified students, mainstream students sought perceivedly more attractive learning contexts and schools sought ways to short cut the alienation criteria. This created a continuing need for the micro-management, for continual monitoring, evaluating and adjusting of provision, based on patterns of student referral over the year” (ibid). They concluded however, that successful outcomes for students who came through AE can be measured by tracking their achievements and mapping their subsequent pathways. Schools managing the AE consortium of schools and the programme providers in Ngäti Kahungunu are shown in Table 22. A closer analysis of the participation of Mäori in AE across Ngäti Kahungunu are highlighted in Table 23. Mäori tutors in the programmes number 27 with an even mix of Mäori men and women. Predictably Mäori men are well represented in the Trade and adventure based programmes. Mäori women on the other hand are located mainly in the hospitality, numeracy and literacy programmes. Mäori students occupy 102 of the 119 AE places, with equal numbers of male and female students. The average age of the students is 14.5 years. The length of programmes vary from a 6 weeks numeracy and literacy course to sports and health programmes that run for 20 months. Student destinations post AE show that the outcomes vary as well. But there is some encouraging indication that students are either returning to school, proceeding on to further training programmes or finding employment. Most AE programmes on offer are either manual skills based (eg kitchen hand, fieldworkers, meat-processing), clerical and computing, or numeracy and literacy. Table 22 Alternative Education in the Ngäti Kahungunu rohe - August 2002 Managing School Wairoa College Dannevirke High Flaxmere College Makoura College Provider Waikaremoana Trust Board Rangitäne ö Tamaki nui a Rua College of Future Learning Agriculture NZ Te Taiwhenua o Heretaunga Whanganui Wharewänanga Te Marama Learning Centre TeTaiwhenua ö Te Whanagnui ä Orotu Te Wero Studios Treadmills Trust Trade & Commerce Centre Te Whatuiapiti Trust Workforce Consultants Wairarapa Youth Choices Trust (Source: MOE Te Kete Ipurangi) 45
Page 1 and 2: Ko te Amorangi ki mua... Ngāti Kah
Page 3 and 4: Ko te Amorangi ki mua... Ngāti Kah
Page 5 and 6: 11.0 Pouwhakataki and the Te Mana P
Page 7 and 8: Preface Whaia Te Iti Kahurangi O Te
Page 9 and 10: Executive Summary Early Childhood S
Page 11 and 12: • The Government announced its in
Page 13 and 14: The Flaxmere Project • A central
Page 15 and 16: Methodology • Research reports an
Page 17 and 18: 1.2 Population profile of Iwi livin
Page 19 and 20: 2.2 Te Kohanga Reo Since 1984 and t
Page 21 and 22: Table 2: Percentage of Maori ECE en
Page 23 and 24: 2.5 Home Instruction Programme for
Page 25 and 26: Services provided by the programme
Page 27 and 28: 3.0 Primary Education 3.1 Participa
Page 29 and 30: 3.3 Kura Kaupapa Mäori and Mäori
Page 31 and 32: Table 7 Percentage of teachers prof
Page 33 and 34: 4.0 Mäori Membership on Boards of
Page 35 and 36: 5.0 Specialist Education Services/
Page 37 and 38: 6.0 SECONDARY SCHOOL 6.1 Enrolments
Page 39 and 40: Table 12 Mäori School enrolments 2
Page 41 and 42: Estimated retention rates of Mäori
Page 43 and 44: Table 18 State Benchmark Indicators
Page 45: In Hawkes Bay, Table 20 and Table 2
Page 49 and 50: 7.0 He Ara Tika: Mäori Youth Mento
Page 51 and 52: The Computers in Schools project is
Page 53 and 54: 10.0 Youth Training: Skills New Zea
Page 55 and 56: 12.0 Tertiary Education At a nation
Page 57 and 58: 12.3.3 Te Whare Wänanga ö Raukawa
Page 59 and 60: 14.0 Scholarships and Awards NKII g
Page 61 and 62: 15.0 Ngäti Kahungunu Iwi Incorpora
Page 63 and 64: Ngäti Kahungunu Iwi Incorporated M
Page 69 and 70: Mitchell, H. A. and M. J. Mitchell
Page 71: 509 Orchard Road, Hastings, Hawke's

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Matauranga Strategy - NgÄti Kahungunu Iwi Incorporated