Developing capability in foundation-level teaching and learning - 31 March 2021
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Developing capability in
foundation-level teaching
and learning
31 March 2021
Karakia Whakataka te hau ki te uru May the westerly winds subside Whakataka te hau ki te tonga May the southerly winds subside Kia mākinakina ki uta That freeze the land Kia mātaratara ki tai And freeze the ocean E hī ake ana te atakura So that dawn brings with it He tio, he huka, he hau hū Ice, frost and chilly winds Tihei mauri ora! So let wellness prevail!
United Nations Sustainable
Development Goals: SDG4
What are we
trying to achieve? Ensure inclusive and equitable quality
education and promote lifelong learning
opportunities for all.
Literacy and numeracy are seen as essential
and transformative skills, reducing
vulnerability, and contributing to positive
social, economic and life outcomes.
World Education Forum (2016)
The lifelong learning paradigm Lifelong learning is predicated on the idea that the primary characteristic of Change modern society is change LLN skills contribute positively to people’s engagement in, and success Skills with, formal and non-formal training The ability to learn increases quality of life, social inclusion, Human active citizenship and personal flourishing development
The Tertiary
Education Strategy
TEC, 2020
Share a time that you simply
Issues in adult could not learn what you
learning needed to and explain how
that felt
Share your greatest learning
achievement moment and
how that made you feel
Compounding vulnerabilities
Characteristics of
lower-skilled
learners
Learning anxieties
Gal, Grotlüschen, Tout & Kaiser, 2020
Meet a vulnerable learner: Niki
Reflections on high school
Niki: I sat there trying to
understand the teacher, to follow
it all, but as it went on, I didn’t
get it…
Started sitting with the dummies
up the back, and we just kind of
hid out.
I just stopped going…
Compounding risk factors
Reading comprehension skills
Niki has difficulties learning from
Negative affective factors reading Numeracy difficulties
Niki doesn’t believe she can learn Niki has difficulties
hard things, and gets anxious in understanding and
learning environments learning the numeracy on
her course
Non-agentic approach Digital, health and
to learning financial literacy skills
Niki adopts a passive Niki struggles to learn online
approach to learning
Meet a vulnerable learner: Niki
Damon: So how are you doing with the
course work?
Niki: I can do the cutting, but I can’t
actually do any of the maths, so
I’ll fail those. And I can’t
understand the stuff they give
me to read, so I can’t get ahead
of it.
So I don’t know if I’ll ever
actually get to work in a salon.Long-term impact of low skills
Matthew effect: The rich get richer, while the poor
get poorer
Lower skills Higher skills
Increased risk of losing Learn new skills
skills built up from creating positive
school or work growth cycles
Grotlüschen, 2016 Grotlüschen (2016)Economic and social outcomes
Research finds that adults with low LLN:
Spend less time in employment and work in
low-skilled, high labour jobs
Experience high layoff rates, increased
casual work, and lack of advancement in the
workplace
Carpentieri, Litster, & Frumkin, 2010; Grotlüschen et al., 2016; Ministry of Education, Grotlüschen (2016)
2017; MOE & MBIE, 2016; Parsons & Bynner, 2005, 2007.Economic and social outcomes
Report lower mental and physical health
Have less engagement in social and civic
activities
More likely to have contact with the police,
and/or Corrections
Carpentieri, Litster, & Frumkin, 2010; Grotlüschen et al., 2016; Ministry of Education, Grotlüschen (2016)
2017; MOE & MBIE, 2016; Parsons & Bynner, 2005, 2007.How big is the issue?
What have we learned?
The Embedded LN Process
Know the Demands Know the Learner
Know What to DoRawiri: Learner enrolled in a
level 2 course
Damon: Describe your feelings when you
first saw the numeracy that was
going to be in this course.
Rawiri: Um speechless. Like how to build
a rocket with no instructions.
Like, I’s like seeing all these
numbers, and I’s like, okay. I
didn’t know any of this, and then
yeah [stops talking, eyes tear
up].Rawiri’s first
contact with Rawiri begins to Rawiri realises
numeracy sit next to a he will not
evokes anxiety friend who complete the
and feelings of completes work course content
inevitable for him this year
failure
Rawiri’s learning journey
Rawiri’s
absenteeism
Rawiri begins to Frustration
increases over
avoid numeracy occurs when he
the course of
lessons and fails a practical
the programme
content test
and he is
removedThe embedded literacy and numeracy process
Initial
Course content Tutors trained in Systems in place
Course literacy assessment
structured in literacy, to identify and
and numeracy identifies
alignment with numeracy and support learners
demands Rawiri’s
learner's skill cultural experiencing
‘mapped’ strengths and
development competency difficulties
needs
Rawiri’s potential
Rawiri’s potentiallearning journey
learning journey
Rawiri’s concerns Rawiri’s existing Rawiwi’s first, Rawiri is engaged Rawiri’s
about numeracy skills are and following, in high-quality difficulties with
are allayed validated, and encounter with provision content quickly
before his learning numeracy targeted to his identified and
programme needs identified content is cognitive and extra support
begins and planned for positive affective needs implementedALN Effective Practice Model
Whakapapa of TEC’s LLN infrastructure
2018
2011
2008 2016 ALNACC
2006 Pathways
Learning 2010 model
Awarua He Taunga
ALL Progressions LNAAT Waka
Survey
2009 2011 2016
NCLANA Embedded PIAAC 2017
Literacy and TEC review
2007 Numeracy
NCALEA new model for educational capability building
Integrating two capabilities
Capability
in LLN Cultural
Capability
educationPLD Courses
Communities of practice
Digital badges
Supporting Māori Cultural Capability for ākonga/learner success
Supporting Māori
Cultural Capability
WHAT?
Te Tiriti o Waitangi obligations
TEC strategic direction
ALNACC – weaving 3 strandsSupporting Māori
Cultural Capability Māori values + methodologies
HOW? Suite of workshop types
Reflective practice
Facilitate difficult conversations
Digital badgesSupporting Māori Cultural Capability pathwaysawarua.com
Supporting Māori
Cultural Capability Online resource
pathwaysawarua.com 2018 TEC contract
Pathways Awarua platform
AA & EdTech collaboration
Approx. 600 users/viewers
311 user suggestionsTau mai na o pua o ula Aumai na o auga o aute Se’i mai na o muia’a o la’au E osi ai le taulaga Bring only the most beautiful of hibiscus Bring only the freshest of frangipani Bring only the young palm frond Come,let us give sacrifice to the gods
We also know…
Tuvalu
Cook
Samoan Tongan Niuean Fijian Tokelau Vanuatu
Islands
Kiribati
11,646 T
In the
197,097 17,660 108,137 1,600 922,417 1,357 307,145 V
Islands
121,953 K
In NZ 144,126 61,074 60,328 23,887 14,445 7,182 3537
NZ Born 42% 71% 36% 94% 2% 84% 23%
70% of NZ born under the age of 20 years60,000 high school
leavers
intentional
Tertiary
Careers
ITPs
Further Studies
ITOs/Apprenticeships
Employment
Employment
Vocation
Covid - choicePercentage of 2018 school leavers in tertiary education one year after leaving school by ethnicity and tertiary education level Sourced from www.educationcounts.govt.nz
What does GOOD Equity
look like for
Pacific? Capability
Wellbeing
Inclusion
DiversityPacific Cultural Centredness Pathway
Things that really matter to us
Values inform practice and build trust
What’s in a value? Work with values more effectively for
better outcomes
http://www.pathwaysawarua.com/
Four values from each Pacific Nation
Strategies for educators to thrive in their
learning environments
How the values connect us as Pacific PeoplesGPS | Good Pacific Scan What’s good What’s possible We have a designated Pacific Pacific visibility on all levels service which assists with our of influence programmes through cultural connections and relationships What’s not so good What’s challenging Unclear processes for Personalities, cultural clashes resourcing for Pacific education and roles not matching in pathways progress plan
PCCP : Introduction to Pacific
Pacific Learning Cultural Centredness Pathway
and Development
Digital Badging
Tapa Tolu
Learner Agency for Pacific Learners
Pacific Financial Wellbeing
Creation of new online resourcesWhat is the Tapatoru?
What do I need to know?
Barbara Wayne Denise Insert image of 40+ Pakeha Insert image of 30 + Māori Insert image of 30+ Pacific woman man woman
Tapatoru Question Cards – Example
when you
when you
designed and
meaningful engaged with How have mana
How have planned
and positive whānau, hapū you or
you fostered learning
relationships and/or encouraged self-esteem
and/or
communities?
support?
when you
wairua meaningful when you
engaged with How have
How have or and positive assessed and
whānau, hapū you
you protected spirituality / support gave
and/or strengthened
wellbeing systems feedback?
communities?The a-ha moment of the day
Focus questions The conclusions that can be drawn
from this morning
The surprises and puzzles from the
information so far
Are we there yet? Have we done
enough?Given the challenges have we got
the policy settings right? Do they
Focus questions need to be adapted for the TES?
What would a new LLN Strategy look
like? Do we need one?
Given the challenges have we got
the practice settings right?How can we build from what we
have in relation to capability
Focus questions building in the sector? How might
we do this in the future?
How can the work of everyone in
the room combine to take this mahi
forward?Closing karakia Kia hora te marino May the calm be widespread Kia whakapapa pounamu te moana May the sea be flat like greenstone Kia tere te kārohirohi And may the summer haze Ki mua i tō huarahi Dance before your pathway
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