Ministry of Education


MoE practice what they preach and help Lachlan reach his dream career…………………………………………………………….4
South Auckland companies get local students on board……………………………………………………………………………………….5
World First has fuelled desire to learn………………………………………………………………………………………………………………….6
Checking out the talent………………………………………………………………………………………………………………………………………..8
Peddling to his potential………………………………………………………………………………………………………………………………………9
Refining NZ gets students through its doors into the work place…………………………………………………………………………10
Work placement taster becomes pathway to apprenticeship……………………………………………………………………………..11
Pasifika success story………………………………………………………………………………………………………………………………………….12
More than one pathway to success …………………………………………………………………………………………………………………….14
Vodafone offers pathways to future technology stars...........................................................................................15
Student turns to industry for education pathway................................................................................................. 16
Girls at Wellington East gear up for the future of IT.............................................................................................. 17
Interest sparked, school and industry make it happen…………………………………………………………………………………………19
Getting a taste of the automotive industry………………………………………………………………………………………………………….20
School students building careers at Rayglass……………………………………………………………………………………………………….21
“Working here is awesome” says young apprentice...............................................................................................22
Gateway to Entertainment Technician………………………………………………………………………………………………………………… 23

NOTE: Consent to share these Case Studies is valid for three years from the dates marked.

Case Study 27, January 2015

MoE practice what they preach and help Lachlan reach his dream career

It is one thing to implement a wonderful idea but it is another to promote it to your own colleagues and see it in
action. When one of the senior managers in the Ministry of Education thought that the Ministry’s Youth Guarantee
Scheme would benefit an employee and would help him realise his dream, she told him so. One of the Ministry’s
Mail Officers, Lachlan Farquhar was encouraged to look into Vocational Pathways, find it on the website and use the
scheme to help get the tertiary qualifications he didn’t pursue once he finished school.

Youth Guarantee helps young people get real life skills and qualifications and encourages them to choose a clear
pathway to study or employment. The initiatives focus on the transition from study to work by providing a wider
range of learning options such as Trades Academies and Fees Free places, and uses the Vocational Pathways
framework to map assessment standards and qualifications to six industry pathways, connecting skills developed
with those valued by employers.

Lachlan left school with NCEA Level 3 and has sufficient credits for university but he wasn’t inspired to move into
tertiary study after school as he was ‘over it’. He worked for a couple of years in Wellington, first as a postie and
then as a mail officer but recognised he needed “the best of qualifications” if he wanted to go further. “I realised I
couldn’t progress to the job I wanted without additional training,” he said. “When I checked out the Youth
Guarantee Scheme I discovered a whole range of options available to me. The scheme is so important. It helps
people get ahead. It helped identify what I wanted to do and it will work for so many other people like me too.”

Lachlan originally wanted an engineering career in the navy, but it didn’t come about. Thankfully, he didn’t let go of
his dream and now the Youth Guarantee scheme has helped him map out how he can get there. As a result Lachlan,
who has just turned 20, will start a two year Electrical Engineering course at UCOL in Palmerston North this month.
He has relocated with his parents and has applied for the diploma course at UCOL. If all goes according to plan
Lachlan will receive a Diploma in Engineering – Electrical and Electronics – by the end of 2016. “I’ve always had an
interest in power generation. Without electricity nothing works, power generates communities,” he says.
With that qualification he can apply for positions with energy companies specialising in power generation or
electrical engineering firms anywhere in the country. Lachlan would not have known about the Youth Guarantee
Scheme had his former colleagues not shared it with him. “I’m delighted I was told about it and pointed me in the
right direction. I‘ll try my hardest to prove her right,” he says.

Case Study 34, March 2015

South Auckland companies get local students on board

Healthcare Logistics and freight company Ryders Customs & Forwarding are helping to open doors for young people
in South Auckland by providing work placements and on-site experience for local school students enrolled in a new
logistics course offered by the Manukau Institute of Technology (MIT). Warehouse Manager of Healthcare Logistics,
Terry Hamilton, says that there are plenty of job opportunities and apprenticeships in logistics and he sees the
company’s involvement as not just a good community idea, but an important practical step to introducing students
to his line of work.

“The distribution of goods is the blood flow of the global economy. It is growing and it’s fantastic that MIT has
established a specialised course to get future workers interested as early as school age. It would be good if more
businesses adopted a student while still at school. The work experience is as valuable to them as it is to us,” he says.
Terry says that the company wants young people to see distribution and logistics as an exciting future work prospect
which offers plenty of opportunity. This is especially true for the young people in South Auckland where the
Healthcare Logistics warehouse is based. “This is a way of getting them on board and showing them what is involved.
I tell the students that the orders they are processing could go to their Mums or Grandmothers to keep them alive,
that’s the importance of the job. I make them understand that the job, even on a work placement, is a small but
critical way of helping others.”

General Manager of Ryders, Mark Ryder, says work experience is “an essential step from school to employment.
Students help to load and unload, unpack containers, learn the structure and systems of logistics and often
accompany the driver on the road.” During their 12 week placement , Mark says students have discovered another
world outside school, grown in confidence, got to know the job and its challenges and experienced what it’s like to
work in logistics. Students learn what it’s like to handle the specialised goods. During the day they will unload
containers, help with stocktaking, pick up a product from an order sheet, pack it into a box and label it and be part of
the important checking system.

MIT’s Programme Leader, Vaughan Lovelock, says the course, which is part of a Manufacturing & Technology
Vocational Pathway, was launched last year with a pilot programme for 19 students from four South Auckland
schools. At the start of the course, students learn theory at MIT’s campus in Otara to learn everything from stock
management, transport types, freighting goods to theft and fraud in retail distribution. Students then get sent on
work placements with firms such as Healthcare Logistics and Ryders to put their theory into practice. This gives
students the opportunity to “lift, pick, pack and place” in the real world.

The goal for the Year 12 students is 25 NCEA credits in a specialised field and a pathway to a career in one of the
most important global professions. The end result from the pilot course has seen two graduates go on to a Logistics
Diploma Course, one student placed in a supermarket position and 10 returned for a second year half logistics/half
business course launched in 2015. “The input from businesses has been hugely valuable to us,” says Vaughan “They
have been very generous and have seen the big picture benefit of taking students into a profession which can be
largely invisible.”

Students: Janiel Marsters, Maretha Saleupolu, Remo Orika, Michael Ngatuakana

Media release: Vocational Pathways, supporting young people to get the qualifications they need
December 2014

World First has fuelled desire to learn
Otaki College and Clean Technology NZ

A group of students from Otaki College are helping to make the world a better place. The students are learning to
emulsify fuel to reduce harmful emissions and increase efficiency in diesel engines to help the environment. This is a
world first. The students are working with Leigh Ramsey, from BFS (Blended Fuel Solutions), at the Clean Technology
Centre in Otaki, to understand and develop a blended fuel comprising diesel, water and a magic additive. Now, two
vans, a tractor owned by the college, as well as two commercial buses are running on the blended fuel.

Students have learnt more than just the chemistry of mixing the right ingredients; they are being educated on what
can be done to ensure a cleaner, healthier and greener future for New Zealand. The 28 Year 12 and 13 students from
Otaki College who joined this NCEA accredited course did it to experience relevant learning and be inspired to study
clean technology. Clean technology is an industry growing both locally and globally and when Otaki College Principal
Andy Fraser heard about what BFS was doing at the Clean Technology Centre, he immediately saw an opportunity to
get his senior chemistry students involved. Andy talked to Leigh at BFS about collaborating and within a matter of
weeks the students applied their knowledge of chemistry to the hands-on fuel project. “We have these amazing
minds and initiatives already existing in the community, so I needed to tap into them for our students,” Andy says.
“This has given students the practical application they needed to make their learning relevant and inspirational and
has put them on a pathway to the future. I have discovered so many creative opportunities in Otaki. I simply listened
to the people and joined the dots,” he says.

Leigh comments that the young adults are growing up in a world of resource depletion and environmental concerns
never before experienced in human history. “Learning about these new types of world technologies offers them a
greater understanding and a pathway to transition to them,” he says. Youth Guarantee is a Ministry of Education
initiative which gives 16-19 year old students more learning choices in how they achieve their NCEA Level 2
qualifications. This is the minimum qualification a young New Zealander needs to progress to further study or work.
Students’ participation in Otaki College’s hands-on programme will earn them credits towards achieving their NCEA
Level 2. They do this by using Vocational Pathways which relates a student’s learning to a particular sector or
industry. A student can choose from six Vocational Pathways: Services Industries, Social & Community Services,
Manufacturing & Technology or Construction & Infrastructure, Primary Industries and Creative Industries. So in this
case, students will be awarded a Vocational Pathway in Manufacturing & Technology.

Otaki College’s initiative with BFS offers students relevant, practical and industry focused education, helping them
achieve the NCEA qualifications they need. The next stage is to extend this hands-on experience to other aspects of
learning. Andy has found enthusiastic support from Sue Hurst, Strategic Projects Analyst with the Kapiti Coast District
Council (KCDC) and Tina Sims, Chief Advisor with the Ministry of Education. Sue has been working on youth
employment in Kapiti for 13 years while Tina works to expand the Ministry of Education’s tertiary/secondary
partnerships model through its Trades Academies.

A successful Trades Academy is already up and running in Palmerston North where students from participating
secondary schools spend a day a week learning a number of trades and earning credits towards NCEA Level 2. Many
have successfully transitioned to apprenticeships, employment in the region or gone on to fulltime tertiary study at
Ucol. Andy has visions for his students to learn from a Trades Academy based in Otaki but realises that it is one step
at a time and in the interim, his school has teamed up with a secondary-tertiary network out of Ucol in Palmerston
North. Ucol, in collaboration with the Ministry of Education, Kapiti Coast District Council and Otaki and Paraparaumu
Colleges, will administer courses that have environmental sustainability as their focus. The courses, available to
students from Kapiti secondary schools through to Manawatu College at Foxton, will provide automotive and
carpentry tuition with an environmental flavour. For example, students have just completed their first course which
taught them about alternative ways to build houses that are fully energy efficient.

“These opportunities are critical for young people in Otaki. It will give them enthusiasm for learning and will help
them better engage in their own education,” Andy says. Andy wants to see a Trades Academy based in Otaki sooner
rather than later. He believes this is the direction the curriculum should take. He sees the value in polytechnics such
as Ucol collaborating with secondary schools, designing courses and working with a revised curriculum. “Having
Youth Guarantee and the Ministry of Education support the tertiary/secondary partnerships is critical to helping us
keep our students engaged and learning,” he says. “We need to see more of this happening.”

As for Otaki College, Andy’s legacy is for it to be the “energy college”, a place where everyone is energised and
leaves the gates with a pathway for life. And he also has a hobby horse or, more accurately, a hobby bike he would
like developed. If students can learn to blend fuel, they can design and build an electric bike powered with recycled
laptop batteries. They’d be utilising the tools of maths, measurement and construction he says. “It’s time we brought
back our can-do attitude and we can do it here in Otaki.”

Case Study 59, June 2015

Checking out the talent
Nelson Marlborough Institute of Technology (NMIT)

A collaboration between the engineering industry and Nelson Marlborough Institute of Technology (NMIT) is a
winning formula giving students and their potential employers a glimpse into the future. Certificate in Engineering
students spend one day a week doing work based training with employers in the region. This gives students an
insight into the industry and gives employers a chance to identify potential future employees. Cuddon Ltd is one of
those employers and Chief Executive Officer Andy Rowe says the relationship works well. “It’s a good scheme. Some
of it is wonderfully successful and some of it is not so successful but that’s down to the individuals.” Supervisors
mentor students and give them real work to do. “We don’t want them sweeping floors, we want them doing real
things where we can, building their skill base and knowledge. So they might be in a fabrication or a machine shop. By
the end they’ve done pretty well most of them,” Andy says. “One of the real benefits is you get to see the calibre of
the kids that are going through the pre-apprenticeship training. The students see a wider view of what is involved
but equally the industry sees those individuals and can make some reasonably well informed decisions about
whether they’d make good apprentices for us.”

One student hoping to follow this path to apprenticeship is Blenheim’s Aidan Treston. The 18-year-old is doing the
Level 3 Certificate in Engineering at NMIT and is looking forward to what lies ahead. “The course is one year and it
gets you ready for an apprenticeship. You go out on work based training at the end of the year and most guys get
jobs at the end.” Aidan’s interest in engineering came from studying with the Trades Academy while in Year 13 at
Marlborough Boys College under the Manufacturing and Technology Vocational Pathway. This meant one day a
week doing engineering at NMIT’s Woodbourne campus and four days at school. Before the Trades Academy he
hadn’t known what career path he wanted to follow. “I didn’t really know what I wanted to do when I left school so I
gave that a try and really enjoyed it. Then I decided I’d give the NMIT course a go, and I’m really liking it.”

NMIT Aircraft Engineering Tutor Mark Snalam says students benefit from the hands on industry experience for a
number of reasons. “They see industry from a warts-and-all perspective compared to the relatively “sterile” training
environment,” he says. “It gives them a sense as to what it is to belong to a working team and get first-hand
knowledge from peers, mentors and supervisors. “Students also get a taste of commercial reality - time is money -
that is often hard to emulate within the learning environment.” The students can practice skills in areas hard to
duplicate at NMIT and they get to experience working in different engineering companies so they can make
informed employment choices. “We have had excellent support from Marlborough engineering companies, some of
whom have gone on to employ students and get them started on their apprenticeships.”

Case Study 4, September 2014

Peddling to his potential
Otumoetai College

Otumoetai College Year 11 student Kieran Ngatai is on track for a bright future thanks to Vocational Pathways and
BMX. The 15 year-old has been riding competitively since age four and has his eyes firmly on a place in New
Zealand’s Olympic team but he also has a clear plan beyond BMX. “I’m realistic and most riders are done by about 25
years old. My other goal is to study Engineering at University.” The ambition was sparked in Year 10 when Kieran,
who is of Ngaterangi decent, was nominated by his science and maths teachers for the ‘BEAMS’ (Business,
Engineering, Architecture, Medicine and Science) programme at Auckland University. BEAMS are interactive
workshops, run by the Equity Office for Māori and Pacifica students across a range of faculties, including
Engineering. Kieran says the University was clear on requirements. He needed to study math in Year 10, and both
math and physics in Year 11 to qualify for a place. This requirement was the foundation for Kieran’s subject selection
in Year 11. Otumoetai College also implemented the Ministry of Education’s Vocational Pathways this year.
Vocational Pathways provide a clear framework for vocational options, supports better programme design, careers
advice, and improves links between education and employment. Kieran says: “Vocational Pathways has helped to
formalise and finalise my aspirations of Engineering. I might specialise in Civil, but am still working on this part of my

Deputy Principal Bruce Farthing says Vocational Pathways is an excellent innovation as a tool to initiate discussion
with students. He says the College is using the Vocational Pathways profile builder in conjunction with academic
mentoring and online progress reporting with great success. The profile builder is a tool which you can use to plan
your study options. The Vocational Profile is another tool which then shows a student’s record of achievement, a
visual graph that shows learner achievement against the six Vocational Pathways - Primary Industries; Services
Industries; Social & Community Services; Manufacturing & Technology; Construction & Infrastructure; and Creative

Learners are able to identify their progress and identify where they need to raise their level of achievement when
planning their courses and check course selections provide the pathways needed to achieve their goals. Farthing
explains: “We are seeing a marked difference on previous years. Staff are mentoring for engagement. Students are
more engaged and focused. Students are asking better questions when considering their options and our careers
advisors are booked out. With progress at the touch of a button all involved can see what needs to be done for
students to achieve their goals. This is no small task in a school of more than 2,000 students. We are also getting
great feedback from parents on how motivated students are.” Kieran says he is on his way to achieving Vocational
Pathway Awards in the Manufacturing and Technology and Creative Industries pathways. To achieve the Vocational
Pathways Award, the learner must achieve NCEA level 2 with 60 level 2 credits from the Recommended Assessment
Standards for a Vocational Pathways sector of which 20 must be sector related. Learners can achieve more than one
Vocational Pathways Award if they complete more than one Vocational Pathway.

                                             Otumoetai College Year 11 student Kieran Ngatai

Case Study 40, March 2015

Refining NZ gets students through its doors into the work place

As well as keeping the country moving with petrol, diesel and jet fuel, New Zealand’s only oil refinery and one of
Northland’s largest employers, Refining NZ, is giving local school students the opportunity to see what it is like ‘on
the job’ at its Marsden Point refinery. Students spend one day a week on site getting real-work experience at the
refinery to complement their school study. Students are placed under the supervision of a qualified tradesperson. In
the electrical department they service transformers and high voltage switch-gear, rebuild electric motors and fix
plant lighting and electrical equipment. In the mechanical department they overhaul pumps and in the instruments
department they service control valves, pressure transmitters and learn how to connect testing equipment.

Refining NZ has been proactive in giving students these Gateway placements to help ensure it has longevity of a
skilled future workforce. “Oil is the country’s fourth largest export and we supply all of the country's jet fuel, nearly
80 percent of diesel; around half of all petrol and between 75 and 85 percent of bitumen for roading,” says Glenn
Bowmar, Electrical Supervisor who manages the students on their work placements. “All fuel oil for ships is refined
here too. We make sulphur for farm fertilizer and even put the fizz (carbon) in your soft drinks. Students get to see
the diversity of employment opportunities a company like Refining NZ has. Plus they are learning to how to cope in a
dynamic and fast moving environment.”

Refining NZ employs more than 300 staff and for every job at the refinery, another two is created in Northland and a
further six across New Zealand. “We need people at all levels, from highly qualified chemical engineers right through
to cleaning staff,” says Glenn. “We are right behind getting better training and experiences for our future workers,
and this is one way of doing that.” And it is not all about Refining NZ, there are 7, 700 related jobs in New Zealand’s
oil and gas industries offering students plenty of opportunity for future employment. But only if they know about it
and ideally, if they have had some experience of it before they head to work. “How would you really know what the
opportunities are if you don’t see for yourself?” says Glenn. “There is a stark difference between sitting in a clean
classroom learning physics and math and then seeing how to those skills can be used in a practical way to achieve a
tangible outcome.”

Glenn has students from three secondary schools, including Bream Bay College, Whangarei Boys High School and
Pompallier High School, offering placements to those interested in a career in the sector. Students earn sector-
related credits toward their NCEA qualification and can contribute towards a Vocational Pathways Award in
Manufacturing & Technology. They also have a much better understanding of the opportunities available and skills
required for this kind of employment. This year the company took on four apprentices to take its total tally of
apprentices to eight. The refinery also partners with local contractors for apprentice-swaps so an electrical
apprentice from the refinery gets domestic experience and vice-versa. As well as the Gateway and apprenticeship
programmes, Refining NZ offers junior engineering students summer placements and works closely with tertiary
institution North Tec and advises The Skills Organisation which works with industries to help people get the skills
they need and the Industry Training Organisation.

Joel Suvalko, Ann Robyn Turnbull, Whetu Ratu, Connor Cooper

Case Study 41, March 2015

Work placement taster becomes pathway to apprenticeship
Refining NZ/Bream Bay College

Connor Cooper is successfully pursuing a mechanical engineering apprenticeship at Marsden Point oil refinery after
he got a taste of the work on a Gateway funded placement while at Bream Bay College last year. “I was top of the
class in PE but disengaged in other subjects like English and social studies because they didn’t interest me,” says
Connor. “Before the Gateway placement at Marsden Point Refinery I was thinking about becoming a personal
trainer. But the refinery experience completely changed my idea of what I wanted to do. Once I started, I looked
forward to that day of work rather than being stuck in my class at school. I was learning how to operate machinery
and rebuild electric motors.” Connor says that when the opportunity came up for an apprenticeship he was keen and
following his ‘real life’ experiences ‘on the job’, felt confident enough to apply. “I knew what I was getting into. I
think this is much better for me. Mum was over the moon and Dad was very proud too.”

Glenn Bowmar, Electrical Supervisor at Refining NZ, believes that students need to get their hands dirty to be able to
make informed decisions about their future. “How do you know you want to be an electrician, technician or
mechanical engineer if you’ve never been in a work place like Marsden Point? There is a stark difference between
sitting in a clean classroom learning physics and math to using those skills and getting your hands dirty on the job at
an oil refinery,” he says. Glenn has been proactive in ensuring local students get to experience the opportunities
available at Refining NZ, one of Northland’s largest employers.

He has partnered with three secondary schools including, Bream Bay College, Whangarei Boys High School and
Pompallier High School and offers fixed-term Gateway placements to students interested in following a pathway in
the manufacturing and technology sectors. “We make it clear from the outset this is not just a day off school and
that it is as close to work in the real world as possible,” says Glenn. “Students go through a full induction and pre-
employment check with human resources as would any new employee. We work with the school and student to
come up with deliverables at the start of the placement and work towards those.” These might include working
safely with electrical equipment and using cutting tools and machines.

The work students complete is allocated as sector-related credits towards an NCEA qualification or a Vocational
Pathways Award in Manufacturing and Technology. “Refining NZ is a solid contributor to Northland's economy
employing more than 300 staff,” says Glenn. “So opportunities for young people focused in a career in this sector,
and particularly if they have had some experience, are ample.”Refining NZ supplies all of the country's jet fuel, nearly
80 percent of diesel, around half of all petrol, between 75 and 85 percent of bitumen for roading, all fuel oil for
ships, sulphur for farm fertilizer, and it even puts the fizz (carbon) in soft drinks.”

Case Study 18, November 2014

Pasifika success story
St Patrick’s College, Silverstream

In their final year at school, twins, Nanumea and Te Pine Foua are St Patrick’s College students fast on their way to
success. They have been achieving tertiary level credits while still at secondary school. And Te Pine has already
secured a plumbing apprenticeship for next year. The brothers, of Tokelauan decent, are Year 13 graduates having
achieved NCEA Level 3, thanks to hard work, interesting subject choices and time spent ‘on the job’. “I wanted a
solid plan for after school. I was worried about the future,” says Te Pine. “I went to the Careers New Zealand website
and looked at the labour market and skill shortages. I identified construction and plumbing as a good starting point.”

As a result, Te Pine, with the help of his career advisors adjusted his subject choices to fit this sector and he
interviewed and got applicable work placements. He did a combination of domestic plumbing as well as two weeks
on a large, commercial construction site. All which earned him credits. “It’s what I expected and it’s confirmed I’d
like to do plumbing in the future. It’s not like being at school – there is no one chasing you. It’s up to you to make
your placement a success. It made me want to come to school. I wouldn’t have tried as hard otherwise,” Te Pine
says. Te Pine could choose subjects related to plumbing through the school’s partnership with the Plumbing Industry
Training Organisation. All of this means that he is set up to earn a Vocational Pathways Award in Construction &
Infrastructure. This shows that he has linked his school work with the industry he is interested in and where he
wants to work in the future.

Nanumea started with his work placement in Year 12 and with support from the school, he followed his interest in
muscle cars. He secured a spot at G & H, a private training provider in Petone, doing an automotive course, all the
while earning NCEA credits. He had a go at panel beating and mechanics and as a result of what he learnt, Nanumea
plans to do an automotive course at Weltec next year. He wants to secure an apprenticeship too.

Rector Gerard Tully says that work placement offerings and tailored curricula which include a wide and more
relevant choice with better links to industry is helping keep students at school longer. “Research shows the longer
students stay in education, the more success they will have in life.” Gerard also says that these ‘non-traditional’
choices make no difference to the students’ experience of school in the pastoral sense: “Camaraderie is an
important part of this school. Students are proud to be ‘Streamers’. The guys that do the Trades Academy or work
placements are still part of the school. They can play rugby for the school team and go to the Year 13 Ball.”

There are not many New Zealand schools more steeped in tradition than Silverstream’s St Patrick’s College but to
stay relevant, Gerard says the way boys are educated must change, especially when targeting better results for
Pasifika students. “As a school we’ve identified the need to raise Pasifika student achievement and we are working
hard to address this through curriculum offerings. We are supporting Pasifika families to see how the system can
work for their children because we know parental involvement is key.” Gerard believes another key to success is
relationships. “You need to treat people differently to get the same result. Research shows us that strong
relationships between teachers and students improves learning outcomes. Gerard believes this is particularly
important for Pasifika students. “What I have found, is if students get on with their teacher, respect that teacher and
know that that teacher cares and wants the best for the student, we will get better results. It’s about knowing your
learner, creating a respectful relationship, and understanding motivations,” he says.

 Te Pine Foua                                     Nanumea Foua

Case Study 58

More than one pathway to success
Trade Me and Workchoice

Trade Me Jobs Marketing Manager, Fran Bellingham, has been talking to students about her career pathway into
one of New Zealand’s most successful companies. “It’s great to be able to let students know there isn’t just one
pathway to success. Some students learn differently – like me, the traditional education system doesn’t
suit everyone. I needed to be hands-on and found success learning on the job. My career path started in radio after a
short course straight from school.”

Fran relates her story to students visiting the organisation as part of the ‘Earn and Learn’ programme run by
Workchoice Trust, a charity that focuses on youth employment by bridging the gap between schools and businesses.
The programme tells students about opportunities in apprenticeships, cadetships and trades, and explains how they
can successfully prepare for a variety of entry-level roles. Fran recently opened the eyes of 20 students from St
Catherine's College and Hutt Valley High School to the opportunities out there. One of the accompanying school
teachers said that the students were impressed by the variety of backgrounds that Trade Me employees came from.

Trade Me will also be hosting teachers as part of Workchoice Teachers’ Day, which gives educators a fresh look at
the world of work. It emphasises the need for better industry knowledge and understanding to be incorporated into
the classroom. Amanda Wheeler, Workchoice CEO says while there are some exceptions, most high schools have a
strong focus on academic results rather than career and employability knowledge or transition experiences and
connection with the world of work. The result can be unprepared future workers.

“Many young people have no idea how to market themselves successfully and little understanding of the
recruitment process. They don’t know about skills shortages, employability skills and may not realise what one job
can lead them into,” says Ms Wheeler. Fran agrees: “Today’s job market is dynamic. There are many jobs now that
simply didn’t exist 10 years ago. Many organisations have a strong focus on hiring people who fit the business’
culture and are passionate about what they do - both at work and outside it. It’s not always about what qualification
you’ve got but your attitude and experience that is key."

Trade Me Jobs Marketing Manager, Fran Bellingham

Case Study 45, April 2015

Vodafone offers pathways to future technology stars

Vodafone is taking a proactive approach to developing future technology talent with a new twist on its
apprenticeship programme. The company will be offering eight full scholarships for a technology-based Level 5 or 6
Diploma or Certificate to school leavers who have completed their NCEA Level 2 with Maths, English and a Science
subject. The selected students will be sponsored for two years of full time study, which will include at least one day a
week ‘on the job’ at Vodafone.

“To prevent them learning ‘in a vacuum’, students will combine their study with time spent in the workplace at
Vodafone,” says Anton Pienaar, Learning Partner for Technology within Vodafone’s Learning and Capability
Development team. “This gives them a chance to gradually understand the culture of the company, learn how to
conduct themselves in the workplace and gets them thinking about which part of the organisation they have an
interest in. We think there is a better chance of young people succeeding on a telecommunications pathway this

Once they have completed their study, the eight students will be placed in an apprenticeship position for a year,
rotating around various Vodafone teams. After this, they will be offered full time permanent positions at Vodafone.
The company is also exploring options of pathways to university for the scholars. Identifying young school leavers for
the new scholarships will be done collaboratively with the industry training organisation, The Skills Organisation,
various teams at Vodafone and sensibly leveraging all available channels.

“Our programmes are aimed at young New Zealanders who may not have had the opportunity to take a
conventional pathway into the world of business,” says Anton. “We want to uplift these students and we want to
open the door to technology as a career, particularly for young women, and prove that it is accessible regardless of
your background or circumstances. We value what young, energetic people bring to Vodafone,” says Anton. “They
bring new ideas, trends and it is good for our managers to mentor and coach above their ‘business-as-usual’ roles.
It is very encouraging to see how the students grow and develop from their experience at Vodafone. It’s amazing to
see the difference between a school leaver on the first day to six weeks on. Their confidence builds and they are able
to contribute so much more in a fast moving corporate environment.”

Kirstin Te Wao, Diversity Lead at Vodafone New Zealand says: “Bringing young people into our business is beneficial
for so many different reasons, sustainability of our workforce and innovative thinking are two that immediately
come to mind. This also supports the goal of the Vodafone Foundation to engage young people in meaningful
learning. As well as building our technology talent pipeline, it’s a great opportunity for us to increase the diversity of
our workforce by recruiting students who are female, and/or of Māori and Pasifika descent in an effort to reflect the
demographic of Aotearoa today and what our customers want.” Vodafone’s new scholarship programme follows on
from its previous apprenticeship scheme where students were offered a two-year apprenticeship position during
which time they also had to complete their Level 3 National Certificate in Communications. Vodafone ran this
programme for two years, starting in 2013 with twenty school leavers.

Case Study 47, April 2015

Student turns to industry for education pathway

Nineteen year old Auckland man, Faleola ‘Fale’ Faingataa, opted for the path less taken when he chose an
apprenticeship at Vodafone over his university education. And his decision has led to success. Only 18 months into
his apprenticeship, Fale is working as a release and deployment manager and has won the telecommunications
industry award for Apprentice of the Year due to his rapid assimilation into Vodafone and his contributions thus far.
Following Vodafone’s rigorous apprenticeship selection process early last year, Fale received the ‘acceptance’ call
from the company on the same day he got acceptance calls from two universities. “I was shocked Vodafone had
chosen me,” says Fale, “and then thought I would sit on the fence because since Year 9 I had wanted to go to
‘varsity. But I surprised myself by saying ‘yes’ immediately. Choosing Vodafone meant I could learn and earn at the
same time and it meant that I wouldn’t start my working life with a student loan.” Fale also explains how his family;
Mum, Dad and five siblings; were initially confused and asked lots of questions. “In the end they were supportive.
Dad always wanted me to go to university but he could see the benefits of heading straight into business.” Since
starting at Vodafone in February last year, Fale has been completing his Level 3 National Certificate in
Telecommunications which he will finish by February 2016. He has also worked in four different areas of Vodafone.
These include Business Intelligence, where he analysed customer data, and System Testing where he tested systems
following app or iPhone updates.

Fale believes he is particularly suited to his current role as it gives him more responsibility and he responds well to
that pressure. “I have to ensure that any changes or updates are incorporated into all Vodafone systems – the
website, any back office functions – overnight.” “I have grown up a lot in a short time,” says Fale. “I am working with
professionals who expect a lot from me. In ten years time I see myself as a senior manager at Vodafone,” he says.
Which means Fale would have come a long way from his state junior school in South Auckland and his scholarship at
King’s College, to end up exactly where he wants to be in the world of business. Fale is one of twenty apprentices
accepted by Vodafone over the last two years. This year, the company is offering up to eight full scholarships for a
Level 5 or 6 Diploma or Certificate. Identifying the students will be done collaboratively with an Industry Training
Organisation (SKILLS.org) and various teams at Vodafone. “Our programmes are aimed at young New Zealanders
who may not have had the opportunity to take a conventional pathway into the world of business,” says Anton. “We
want to uplift these students and we want to open the door to technology as a career, particularly for young women,
and prove that it is accessible regardless of your background or circumstances.” Kirstin Te Wao, Diversity Lead at
Vodafone New Zealand says: “Bringing young people into our business is beneficial for so many different reasons,
sustainability of our workforce and innovative thinking are two that immediately come to mind. This also supports
the goal of the Vodafone Foundation to engage young people in meaningful learning.”

                                                        Faleola ‘Fale’ Faingataa
Case Study 22, December 2014

Girls at Wellington East gear up for the future of IT
Wellington East Girls’ College

Connaire McKeefry, a Wellington East Girls’ College Year 12 student, is challenging her own stereotype. She is a
bright, young women predisposed to studying law or commerce, but after a life changing school trip this year, she is
now focussed on a future in ICT. Connaire was one of 39 Wellington East Girls’ pupils who visited Silicon Valley and
Seattle in the United States earlier this year on a trip designed to counter the ‘computer-nerd’ myth and to show
students what a real job in the ICT sector actually looks like. “It’s all very well to hear in class about how the ICT
industry is huge and that there is not many woman in ICT roles,” says Connaire. “But you get another level of
understanding by actually visiting Facebook and Google. Now I know what is really out there.”

The trip was arranged to inspire young female students to consider ICT as a future career and to encourage them to
plan their studies to that end. Using the Ministry of Education’s Youth Guarantee Vocational Pathways tools students
are able to choose a combination of subjects, which will help them be better prepared for further study or work in a
specific industry – like ICT. Head of Digital Technologies and Computing at the college, Cris Roughton says: “There’s
been a high level of excitement since we’ve returned and that has had a huge impact on engagement. You can give
students the means to pursue a career in ICT but first they must actually want to go down that pathway. The trip was
successful in showing our girls how dynamic the industry is, and how varied.”

The group experienced firsthand what it’s like to work for Google, Facebook, Microsoft, DreamWorks, Boeing and
Adobe. Not only did they get high level information and tours, but they got to talk freely with employees – even over
lunch in the canteen - to get a real understanding of what the day-to-day work involves. According to the industry,
New Zealand is struggling to meet the demand for IT experts and is importing foreign expertise to meet this shortfall.
Initiatives at the school level, like this one, will help ensure that New Zealand is cultivating the high degree of digital
literacy it needs for the future.

Intergen, the information technology development and design company, helped sponsor the college’s Silicon Valley
trip in the hopes of encouraging further students into the industry because it too is finding it hard to source the right
talent as it rapidly grows. Intergen New Zealand’s Director of Solutions and Services, Emma Barrett says: “We are
taking on 15 graduates next year and would increase that if we could get more with the right skills.” Emma says
when it comes to encouraging new talent into ICT careers, the industry needs to start younger and do more. “We
need to help build a self-sustaining work base that supports an industry set for untold growth. We need to
encourage our young talent to choose a career in IT by showing them how rewarding it can be, and bringing to life
the opportunities available.” Emma’s own path into ICT was more by good chance rather than good planning. “I was
doing a business degree at Otago – papers in marketing and economics. I didn’t consider IT until a friend
recommended INFO101. It fitted with my timetable, and turned out I really liked it.”

Connaire says that the trip to America has made her think carefully about her career and she has now developed a
study ‘map’ to help her better plan for her future. She will be following the Vocational Pathway for Manufacturing
and Technology. “It’s definitely got me to hone in. I’ve used the Careers New Zealand website to help me work out
what I need to do, like subjects where I will learn to write code or do programming. If I could do Commerce or a
Computer Science Degree with cross over to creative papers – that mix would be my ideal.” Cris agrees: “These girls
can now better influence their own futures. They know what qualifications they need and that if done right, there is
an amazing future ahead of them.”

Connaire McKeefry, Wellington East Girls’ College

Case Study 11, September 2014

Interest sparked, school and industry make it happen
Bream Bay College

One Tree Point teenager Marco Rodrigue knew university would be a waste of money for him. He was over school,
and knew he wanted to do practical hands-on learning. When his mate secured an apprenticeship with an electrical
firm after taking part in Bream Bay College’s Gateway programme, Marco’s interest was sparked too. “I approached
the Gateway co-coordinator and was set up with Laser Electrical too. I went to work every Monday over five months.
I really enjoyed it. I’d always thought it would be a useful trade. I turned up on time and was tidier than I had ever
been. The people at Laser treated me like a first year apprentice. I got good feedback, they said I made a good
addition to the team and I really liked the people who worked there. This was a great way to see what working is
really like. It was good to do it with the support of school because they check up on you. It’s nice to have someone
keep you on track especially with paper work and where you are up to with credits. I did my first aid, and health and
safety hazard identification credits through school as well. When the placement ended I asked if there was an
apprenticeship opportunity and they agreed to take me on. I start at the end of the school year.”

Marco has achieved NCEA Level 2 with a Vocational Pathway in Manufacturing & Technology - the qualification
considered as foundational for success in further education and work-based training. The credits also align with what
is necessary in the first year of an electrical apprenticeship, so he is well on his way to a bright future. He also
completed the Gateway placement unit package supplied by Skills.org.nz, and he achieved the Electro technology
101 certificate - the first student in New Zealand to achieve that this year. Gateway programmes are aligned to
Vocational Pathways. Vocational Pathways provide a useful tool for course planning to provide cohesive learning
options that are recommended by industry.

General Manager for Laser Electrical Whangarei, Ryan Trigg, says they have had only positive experiences with the
students sent their way. “We are always on the lookout for new apprentices. Generally we take a new one every
year and have two or three placements. If the students are any good, we look at taking the next step. We have a
couple of the guys trained up as assessors. It’s up to the students to fill out the paperwork and if they do the job well
and learn onsite, we are happy to sign off their credits,” says Ryan.

Bream Bay College Co-coordinator, Gina D’Ath says the school puts 48 students through the placement programme
each year. “It is an awesome taster for students to experience industries they may not otherwise have the
opportunity to experience. We have a small community but some big industry players such as Marsden Point Oil
Refinery and NIWA’s landmark Bream Bay Aquaculture Park. Our goal as a school is to work with industry to keep
improving the links between education and the workforce. A lot of that work is understanding what each of us is
doing, and meeting needs,” says Gina.

                                       Bream Bay College student Marco Rodrigue

Case Study, August 2016

Getting a taste of the automotive industry
UCOL’s Trades Academy - U-Skills

Getting a taste of the automotive industry before leaving school inspired Maarten Paans to carry on his studies with
UCOL Wairarapa and enrol in a Certificate in Automotive Engineering Level 3. Maarten started his journey through
the *STAR programme in 2011/12 going on to USkills in 2014. During 2014 Maarten completed an Automotive
course through UCOL’s Trades Academy, U-Skills, which he says gave him the opportunity to have real experiences in
the real world. “I had a great experience working one day a week in the year leading up to my full time study, so in
2015 it was an easy decision to further my qualifications with UCOL,” he says.

Maarten appreciated the assistance from UCOL Wairarapa’s support staff while he studied. “I found the support at
UCOL amazing. I have some challenges with learning and did not feel at all disadvantaged; the support staff were
always ready to help me and regularly checked on me to see if there was any way they could help me.” Maarten also
enjoyed the upbeat culture of UCOL Wairarapa, saying his tutors “always had a joke up their sleeves to make the
class laugh”. Never having a dull moment and always learning something new was a highlight for Maarten. “I
enjoyed every day and learned a lot during my time at UCOL,” he says.

After completing his Certificate in Automotive Engineering at the end of 2015, Maarten quickly secured an
apprenticeship with JP Motors in Masterton.“Getting the job was much easier with the qualifications I gained at
UCOL Wairarapa,” he says. Maarten is thankful to his tutors for pushing him to achieve his goals and says they
played a big part in his drive for success. “My dream job is to run my own garage. UCOL has helped me to get a lot
closer to my goals.”

                                                                               Maarten Paans

Case Study, September 2016

School students building careers at Rayglass

Howick College students Nick Mackenzie (17) and Jayden Prentice (16) are building what they hope will be bright
careers at New Zealand boat manufacturer, Rayglass Boats. The pair spend their first two days of each week learning
a wide variety of practical skills at Rayglass Boats in Mt Wellington. These two students are the first to take
advantage of a new School to Work programme.

“We were keen to give Nick and Jayden the opportunity to experience and learn as much as possible while they are
with us,” says Rayglass CEO Dave Larsen. “We have given them one of our 8.5-metre Rayglass Legend 2800s to
restore. At the moment, they are responsible for completely stripping the boat (taking out the electronics, the
upholstery, even the engine),” he explains. “Then they will rejuvenate the boat inside and out, add the new engine
and fittings and complete a totally restored ‘as new’ pleasure boat for one of our customers.”

Nick and Jayden, who both grew up around boats and love boating, say they can hardly believe their good fortune.
“I was looking to get into a trade but nothing really interested me,” says Nick. “Then this opportunity came along and
it is just fantastic. I love coming to work each day and I am learning so much.” Jayden, who built a boat with his
father while growing up, agrees. Both say they are keen to take up the offer of a boatbuilding apprenticeship with
Rayglass when their School to Work programme finishes at the end of the year. Dave Larsen is equally enthusiastic.
“Our business is booming and we need more staff,” he says. “However, it is often hard to find the right people:
people with a good attitude, who love boats and are passionate about what they do. Nick and Jayden tick all the
boxes — they are even getting up at 5am to get here on time.”

Nick and Jayden were introduced to the School to Work programme and Rayglass Boats by Tracey Eaton, the Schools
Transition Advisor for the NZ Marine & Composites Industry Training Organisation. “School to Work is a great
Tertiary Education Commission initiative that allows students to earn credits (to contribute towards their Level 2 or 3
school and apprenticeships) while they are gaining work experience and learning new skills,” she says. “We know
Kiwi boat builders like Rayglass are looking for new staff so we find suitable students, develop an individual learning
plan for them and, if it all works out, help them transition into a full time role as an apprentice.” Dave Larsen
believes both Nick and Jayden will comfortably make that transition and could be with the company for a long time.
“Most of our staff has been here for 10 years or more and many, like me, started at Rayglass as apprentices. Once
they are here full time, we will look to move Nick and Jayden into some sort of leadership role, probably over-seeing
the next group of students in the School to Work programme.”

                                                           Nick Mackenzie (17) and Jayden Prentice (16)
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