adult and community education spring newsletter 2010

ACE Aotearoa www.aceaotearoa.org.nz Ma te ora ka mohio - Through life there is learning 1

A new, free, year-long adult family learning and literacy programme has been established in Auckland by COMET (City of Manukau Education Trust) and MIT (Manukau Institute of Technology). Te Whänau Ara Mua started in two Manukau primary schools – and their early childhood centres - in July this year.

Te Whänau Ara Mua builds on the experience gained from the successful COMET Manukau Family Literacy Programme (MFLP) that ended in November 2009.

The new programme is the flagship of COMET’s Centre for Family Learning which was formally established on 1 February 2010. Susan Warren is the Centre’s manager.

Te Whänau Ara Mua is based on some well tested good practice for engaging learners who have not yet had success in education, supporting them onto their learning pathways – and keeping them there. The Centre’s approach builds on the Manukau Family Literacy Programme’s seven years’ of experience. Changes in TEC funding meant MFLP had to come to an end so COMET and MIT took the opportunity to develop a new, streamlined and integrated programme that centres around an MIT Level 2 Certificate in Family Learning and Child Development.

The whole approach provides an interesting model of good practice ACE.

Partnership

COMET is based on strategic relationships between the Manukau City Council, MIT, and local stakeholder groups. The Manukau City Council established COMET as a charitable trust in 1999. It is still a Council Controlled organisation.

Several funders play different roles in Te Whänau Ara Mua. The Family Learning Centre is supported by a partnership grant from the Todd Foundation and the Ministry of Education funds COMET to coordinate Te Whänau Ara Mua.

Then there are the education partners. MIT provides the academic programme and academic support, funded from its EFTS. “We bring in all the specialists, the professionals”, says Susan. “We don’t try and do it all ourselves. Collaboration and partnership is the key.” And these professionals are part of a large tertiary education institution - vital for learning pathways - while the partnership with the schools provides a mechanism

Adult and Community Education Spring Newsletter 2010

Partnership and Whänau Pathwaysfor engaging marginalised adult learners. Te Whänau Ara Mua runs on the school site and the school staff actively recruit families to take part and support the parents to stay enrolled. The schools benefit because the children of the adult students are significantly supported in their learning and development.

Engagement

Schools, it is widely accepted, are often uncomfortable places for adults who have experienced failure in the school system – except when the parents ‘come in’ to the school (especially a primary school or early childhood education centre) through

1. Partnership and Whänau Pathways4. ACE Excellence6. ACE Bins to Go8. Adult Learners’ Week/ He Tangata

Mätauranga celebrations10. “Man Up” to Storytelling - Storybook Dads11. Northland scoops awards11. Earthquake Relief Efforts: Pacific style ACE in Otautahi12. Toronto Adult Student Association13. Tuia Te Ako14. Our People15. ACE Aotearoa news

Contents

Lindy Austin and Susan Warren

ACE Aotearoa www.aceaotearoa.org.nz Ma te ora ka mohio - Through life there is learning2

Partnership and Whänau Pathways (Cont.)

their children. Most of the adults dropping children off are women – mothers, grandmas, or aunties. “We ask them initially whether they would like to help their children to learn,” explains Susan Warren. “That’s what every parent wants, for their children to be successful.” Many of the parents and care givers are really keen to help their children – and the join the programme.

So the parent or caregiver comes along quite happily and finds herself in a group of 15 or so (in these Otara schools most are Samoan), with a lecturer from MIT. The programme runs for three hours each day. As a regular part of the programme, the parent or caregiver spends time in the classroom with their child, listening to how the teacher helps the children to learn. “Before long”, says Susan, “they are supporting the child’s learning – using some of the same prompts and feedback used by a skilled teacher”. Confidence grows. “It is often not long”, says Susan “before the parent or caregiver thinks, ‘Maybe there is something in this for me too!’”

Out of their child’s classroom the student (as they can now be called) finds herself in her own classroom - the home of a school-based ACE programme. Their lecturers are two hand-picked MIT lecturers, Sefina Tefono and Kalpana Chana. One is Tokelauan, the other a migrant from South Africa. Both come from the local community, and both have Early Childhood qualifications. One has an adult literacy qualification; the other is just completing hers. Both are passionate about what they are doing.

Learner pathway

Dr Lindy Austin,Head of School ( Education) and Lin Howie, Principal Lecturer (Academic) at the Manukau Institute of Technology, were responsible for developing the MIT Certificate that is made available to Te Whänau Ara Mua learners.

The first decision that had to be made by MIT was - which school within MIT should be responsible for the Certificate in Family Learning and Child Development: Education, or Foundation Studies. They decided on Education. “That’s because,” says Lindy, “the literacy is embedded, and there is a strong emphasis on early childhood development and family and personal relationships.”

The curriculum was developed in consultation with the stakeholders – iwi (some who were staff members at MIT), the schools and COMET. They selected four themes: Family Health, Personal and Family Relationships, Child Relationships and Future Directions. Learner interest, gentle steps and built in success were the guiding principles. “The MFLP started with Level 3 and 4 certificates,” Susan explains, “but the Level 4 was often just too hard. So with Te Whänau Ara Mua we are basing learning on Level 2 - a really achievable goal.” The students have quite a large amount of control about what they learn – within the parameters of the curriculum.

For all the professionals involved in the programme the main focus is the adult’s learning pathway. The Certificate is designed by MIT to lead on to other certificates in Health, Education or Social work. “Depending on where the learner is,” Lindy says, “some will do a Foundation course in their chosen area such as nursing, before they start on Level 3. Others might be able to go straight in to a degree programme.”

The curriculum includes all the skills needed for a self managing student to progress along their learning pathway into employment. They are told about study options and where they might go to get funding assistance. They also learn to write a cv, how to fill in a job application form, and how to prepare for an interview.

And the programme is based on a set of values. These tangata whenua values ground the programme in concepts that are close to the lives of most of the adult learners. The values are:

• Whakapapa: Establishing identity and collective belonging and ensuring the interconnection of all living things through the establishment of ancestral links. Recognising the need of individuals to maintain balance in their life by understanding their heritage.

• Whänaungatanga: Acknowledging and developing the whole person in relationship to whänau, hapu and iwi.

• Manaakitanga: Expressing hospitality, respect and generosity towards visitors and others.

• Mahi Tahi: Acknowledging equal partnership through a process of inclusion and collaborative consultation.

• Te Ao Hurihuri: Acknowledging the need for bi-literacy and biculturalism in Aotearoa to meet the needs of our diverse and changing society.

• Te Ao Whänau: Knowing the world and the contribution of Mäori to the growth of the national economy and prosperity.

• Ako: Learning that acknowledges the importance of the whänau in assisting one another in learning and that each member has responsibility and obligations towards others in the whänau.

• Taonga Tuku Iho: Acknowledging and incorporating the cultural aspirations of iwi, hapu and whänau, that validates Mäori teaching and learning and knowledge.

The values are important in terms of setting up the right kind of learning environment, keeping the learner within their comfort zone and helping them stay on their learner pathway.

And the last and important pillar for supporting learner pathways is support – from several quarters. It is the job of the COMET Coordinator to build a strong relationship with the students, and the MIT staff are doing the same. So if problems arise there is always help on hand. Then there is Strengthening


Partnership and Whänau Pathways (Cont.)

Families. The staff from this MSD programme are there to help iron out any family crises (such as rent, health problems or income – all unfortunately not unfamiliar to this vulnerable group), and help the learner stick to their goals.

Advocacy

Over the last ten years COMET has sought to be a catalyst for change around education issues in Manukau The next challenge in terms of Te Whänau Ara Mua is to get the programme into any low-decile Auckland primary schools and early childhood centres that want to be part of the success story. “There are over 70 Decile 1 schools in the new Auckland City, so there is plenty of scope to grow”, says Susan.

MIT uses its allocation of EFTs to run the Certificate, but because Te Whänau Ara Mua is free to students there is no funding for all the costs associated with resources. It’s hard to get funding for COMET’s coordination of the programme too. The fact that the programme has outcomes for children and schools as well as for the adult learners means that the partnership really needs funding from more than one government department. COMET has been advocating for policy and funding that would enable communities to run similar family-focused programmes. At the moment there is no policy that supports programmes that focus on educational outcomes for more than one generation or for whole families, rather than just for individual members.

It is not that partnerships between tertiary providers and schools are new. MIT already has partnerships with 25 secondary schools, providing transition skills. It’s getting funding that recognises all the diverse programme outcomes that is proving slow to achieve. This year MIT and COMET are working with the Ministry of Education on the issue. It is expected that four new schools will join the programme next year.

And why wouldn’t the government support the idea? COMET has a city wide vision – to address the low levels of literacy, city wide. A paper on their website, Unlocking Auckland’s Potential, puts the city’s low literacy and numeracy levels at 44 percent and 51 percent respectively. The authors of the paper say that it will take a whole-of-community effort, including leadership by Auckland Council, to enhance the literacy and numeracy skills of adults living in the Auckland region. COMET already has excellent relationships with other literacy providers, such as Literacy Aotearoa – and COMET will be part of the Super City. “We all have the same goals”, says Susan, “We all want to see people learning and having opportunities – and for Auckland to have a great future because if it.”

In the mean time the schools are already noticing big changes in the children’s learning and the adult learners are blossoming. “They are coming in with their heads held high”.

Editor

Never too old to learn: (left to right) Sharon Mehau, Tupe Galu and Phoebe Agaimalo. Laelae Tausaga is at the end of the table

Taema Leilua with her daughter Marguerite and son Okesene


Scott Bregmen is a Senior Tutor for WelTec’s Community Education and Vocational Learning Skills (CVLS) programme. And he is one of eleven recipients of the 2010 Ako Aotearoa Tertiary Teaching Excellence Awards.

The awards were established by the government in 2001. The aim of the awards is to recognise and encourage excellence in tertiary teaching. They also provide an opportunity for teachers to further their careers and share good practice with others.

The CVLS programme is for people who have a long term illness, injury or disability and require targeted assistance to maximise their potential. The programme addresses four areas of particular relevance to the rights of disabled people in New Zealand: discrimination and social inclusion; employment; education; and access to services (Human Rights in New Zealand Today). Students are able to work towards the National Certificate in Employment.

The employment and training focus works. In 2008 fourteen of the fifteen students completing the programme (93 percent) went on to employment or further courses. Of the fourteen: five students went on to part-time paid work; five students went on to further courses; and four students went on to part-time unpaid work.

What are some of the strategies Scott used to get these results? And how does the course design get the students motivated and onto their learning pathway? Scott’s portfolio submitted to Ako Aotearoa contains the detail of how he works. We talked with Scott and used his portfolio to draw out some the key elements of his good practice – all of which might be used by ACE professionals working with vulnerable adult learners.

Engaging the learner

Students often enter the CVLS programme with a high degree of trepidation. Most have not done well at school and entering a

ACE Excellence

tertiary education institution seems a big step.

Like all good ACE programmes, learning is individually focussed and the learning outcomes are constantly being adapted to meet the needs of the students, who have a wide range of disabilities. This means that Scott’s teaching has to be flexible, with a range of different activities to suit different groups of learners and with planned individual outcomes.

Experiential learning (such as role play for those suited to learning this way), fun and humour also help engage this group of learners. Confidence building activities such as abseiling, high ropes, a three day camp, flying fox, white water rafting, kayaking and public speaking – are an important part of the programme. And there are many interactive activities which keep up the energy level. Scott also facilitates a number of other field trips for the students which require planning and organising by the students themselves. The students respond to fun.

And to meeting “important” people: motivational speakers including sports stars have come in to talk to the students.

Each day begins with a ‘what’s on top’ session where students are encouraged to give their feelings on the teaching, the programme, student services etc as well as sharing any personal issues.

Integration

Another way of building up the confidence of the students is to expose them to a variety of learning opportunities within the polytechnic’s mainstream programmes. The CVLS programme now integrates a wide range of learning experiences including formal cooking classes delivered through WelTec’s Hospitality School, self development through the Hair and Beauty School and the experience of outdoor activities and a health management programme through the Exercise Science School. Many students enter the course with little idea of their health needs. They are weighed and measured throughout the course and go regularly to WelTec’s gym where they have their own personal trainer and carry out activities such as swimming. At the end of the programme they are assessed on how successfully they have achieved their fitness goals.

Being part of the mainstream polytechnic programmes has increased students’ self-esteem. They really enjoy being part of the whole polytechnic – and, of course, they develop a lot of basic skills.

Pathways to employment

The integration also works at a formal level. While training for independence in the community and acquiring vocational skills is carefully balanced, the programme offers a chance to get some Unit Standards. Many students have gone on from the CVLS programme to study Horticulture, Computing, Painting and Decorating, as well as studying with the Wellington Performing Arts.

Getting students ready for employment is an important part of the programme. They are taught timekeeping, interview skills, job seeking skills, conditions of employment, cv writing, and planning for the future.

Scott and Jonathon Ellis


ACE Excellence

But Scott does not leave it all to learning in the classroom. He has developed good relationships with managers in a variety of local businesses (such as pet shops, the DHB, plant shops, restaurants and Mitre Ten) and students are given work placements during the programme. Once a placement within an organisation has been established, Scott then offers training to the employer, provides support throughout the placement, solves any issues that may arise and evaluates the outcome at the conclusion of each work experience placement.

Five years ago Scott set up an Advisory Panel which includes representatives from various local disability organisations and Case Managers from Work and Income to shape and develop the programme to meet changes in government policy and the changing needs of the population.

Assessment

Assessment design varies according to the outcome. The priority is to help the students achieve their own set goals rather than to enforce unattainable standards. So assessments are individualised and integrated with the learning experience. However, when the students are being assessed against formal standards the assessment regime is vigorous and well monitored.

In the CVLS programme ongoing formative assessment is crucial as students need their confidence built up on a day by day basis. As well as informal strategies such as short quizzes about, for example, students’ knowledge of the community they live in, students are assessed through a series of projects for which they are not given marks but are given detailed feedback. These projects include assignments that encourage the students to explore the world of the media, asking them to identify their own budgeting needs, and encouraging them to identify good and bad nutrition and produce an individual nutrition plan that is then put into practice.

Scott also develops Individual Education Plans with all students so they are able to assess their development, identify further training that may be required, and integrate the learning that has taken place so far.

Successful completion of this programme requires a minimum of 80 percent attendance for scheduled teaching hours and the field trip, completion of first aid units 6401 and 640 along with demonstration of necessary work readiness and life skills.

Students may also be assessed on unit standards which can be gained in addition to the Certificate in Community and Vocational Learning Skills.

“If it’s to be, it’s up to me”

Ako Aotearoa has a webpage which provides information about the winners of the 2010 Tertiary Awards for Sustained Excellence in Teaching. This is what they say about Scott Bregmen.

“Amusing, empathetic, encouraging, entertaining, friendly, learned, practical, serious and zestful” ...... His students often have low self esteem, lack confidence and exhibit negative behaviour that confirms their self-perception. Scott challenges them to turn those ‘negatives’ around and take responsibility for their own future goals. He engages students with learning experiences that build confidence, self esteem and motivation. His remarkable student retention and completion rates are testimony to his commitment and support.

“Scott’s mantra ‘If it’s to be is up to me’ has motivated students to realise their own potential and they graduate feeling confident and capable, having developed new mantras of their own, like ‘I AM a real clever dude’ and ‘I CAN do anything’. His colleagues respect him, parents compliment him and students aspire to be just like him.”

Editor

The class of 2009


If you are responsible for coordinating the delivery of adult and community education in the Eastern Bay of Plenty, you need a sturdy car and you need a handy pack of resources from laptops and calculators, to woodwork tools and white boards. At the Opotiki District Community Activity Office there are two ‘ACE bins’ ready to be picked up, piled into an already crammed car, and driven off to a group of learners – sometimes over two hours drive away.

The Opotiki District Communities Activities Office is attached to Opotiki College. Faithe Hanrahan is the ACE coordinator and Ruby Roach is the full time literacy and numeracy tutor. They are part of the Bay of Plenty ACE cluster of high schools who have come together with the local REAP. Melanie Craddock, the EastbayREAP ACE coordinator is the other member of the core ACE team.

Throughout the Eastern Bay of Plenty there are day, evening and weekend courses, from parenting, reading tukutuku to managing your own business. All are free. People in this district just don’t have the discretionary income to pay.

Some of the learning takes place at the Activities Office in Opotiki. There students who have ‘slipped through the cracks’ at school can re-engage with education and get study support to move along their own learning pathway. At the moment there are learners, mostly Mäori, who are working from basic NCAE Levels – right through to a Bachelor of Early Childhood Education.

A lot of the teaching however involves going out into the community, often to remote areas, where there are small groups of people who can be fired up to learn – providing the content and approach is right.

Partnerships

One way that the Eastern Bay of Plenty ACE delivers to learners is to build a partnership with community organisations which have already engaged the TEC target learners. This involves time, sitting at the table, and working out how literacy and numeracy can be woven into the existing programme. By sharing putea - bringing the different baskets of money together - the costs of tutor travel, learning resources and tutor time can be shared – and value added.

One such partnership approach is between Eastern Bay of Plenty ACE and a local Community Max programme.

Community Max is funded by the Ministry for Social Development. In this, the second year of the programme, Community Max is limited to areas of high youth unemployment. It is a programme that pays young people between the ages of 16-24 to work in the community. They get a minimum wage to work on projects, such as renovating public buildings or marae,

ACE Bins to go

Faithe Hanrahan

or improving access to parks and reserves. The idea is that they build skills and work experience. Most of the participants in the Eastern Bay of Plenty Community Max programmes are young Mäori men. Most have low literacy and numeracy skills.

Ruby Roach, a trained primary school teacher, early childhood educator and literacy tutor, goes to a local Community Max programme for one day a week. The content of the programme is decided by the rangitahi.

“Our pathway is their pathway”, she says, “it is about mana wairua, valuing and restoring their wairua within an education system. We use Te Whare Tapa Wha model and the early childhood, Te Whariki principles. It is an holistic model, weaving all the strands to meet the learners’ needs. We build a programme around each person.”

They may want to learn to drive a car, restore furniture, learn about mangroves, or learn about pig hunting. Then Rose finds the relevant texts. For example Morepork, the pig hunting magazine may be of interest. But she doesn’t stop with paper texts: video can be used, the Internet has loads of possibilities, and the carvings and tukutuku of the wharenui are an encoded language. Music is an ideal tool, because, she says, most of the rangitahi love rap, have good memories and the rhythm helps them learn. They can see the construction of the word and how it rhymes with others.

“Numeracy is intuitive,” says Ruby, “providing the context is right.” She builds an understanding of fractions and percentages, addition, multiplication and division simply by getting them to think about everyday activities from buying a discounted bargain to working out problems based on the number of legs on the horses that a few of them used to get to the programme. “If the learning is fun, relevant, and based on the ‘now’ – they learn quickly.”

Ruby uses a whole range of assessment tools, including the progressions. In six months most of the rangitahi have achieved at least Level 1 in terms of literacy and numeracy.

The results at this particular Community Max have thrilled the local Community Max coordinator, Brian Town. He says that by having ACE involved over 50 percent of the participants in the programme are going onto further education or a career in the army.

Local trainers

The ACE bins are also ferried miles into the Urewera, along unsealed roads, to small settlements. Recently, for example, Faithe was asked by a local Mäori trust to help rangitahi in Ruatahuna. She needs to use her whakapapa to start building the relationship – and carefully work through the local decision-making process to make sure the mandate to work with with the hapu is agreed to by all parties. The project being discussed is a radio station set up and run by the rangitahi – it is an ideal context for embedding literacy and numeracy.


ACE Bins to go

But working in such remote areas means that it is just not possible to bring tutors in for regular sessions. “So we want to find people in these isolated communities who are prepared to do the literacy training so that they are there on the spot,” says Faithe.

EastBay REAP has already helped 50 people pass their National Certificate of Adult Literacy Education (NCALE) and they will train more. Atawhai Li is the literacy coordinator at the REAP and she plans, says Faithe, to train ‘an army of tutors’. Many of them will be able to teach in their own rural communities.

Challenges

Taking literacy and numeracy tuition to Mäori in the community takes time and money. The Eastern Bay of Plenty ACE cluster gets $144,000 for ACE, and at the moment that does not cover Faithe’s salary: she is, until the end of this year, still a super numerary teacher at Opotiki College. Next year her ACE coordinator

hours will drop to a two day week.

Another challenge, at least in this initial phase of ACE school literacy and numeracy, is getting known and understood by other funders. The Ministry for Social Development, for example, has an approved list of educational contractors, such as PTEs or wananga. But they are still not familiar with the role of ACE professionals working through the schools funding. So this can take time to negotiate too – even though the ACE professionals do not come with a price tag.

And having the right kind of vehicle is critical. “I went home to my husband at the end of last year,” said Faithe, “and said that I would need to upgrade my car. You just can’t get to these rural communities, along miles of gravel road, without a decent vehicle!” Ruby’s old Ford Falcon still gets her there: it remains chokka with teaching material from one week to the next.

Editor

Ruby loading up her car

Hub of a Community tracks the

history of the Trust from its

early days in the 1970s in Knox

Church Buildings in Birdwood

Crescent Parnell though to 2010

and its location in the historic

Jubilee Building in Parnell

Road and its various activities

which reached 244,500 people

in 2009. Through individual

memories, recollections and

anecdotes combined with

archival materials the story is

told of how the Trust grew from

an entity with a limited mandate

in Parnell to its current role as

a dynamic hub responding to

the needs and requirements

of those living in Newmarket,

Parnell, Epsom, Grafton and the

wider Hobson Ward.

Books are available for purchase

for $25 plus $4 postage and

packaging by contacting

[email protected].

New book: the Story of Parnell Community Trust


Adult Learners’ Week / He Tangata

3. 4.

5. 6.

2.1.

A biting southerly wind and rain could not dampen the warmth of the Southern hospitality at this year’s Adult Learners’ Week /He Tangata Mätauranga Launch at Te Rau Aroha Marae in Bluff.

Hosts, the Southern ACE Network had chosen a beautiful setting for the launch and visitors got an opportunity to learn about the significance of the spectacular carvings of women ancestors from the region and the stories behind each of the walls in the beautiful wharenui.

Local MP Eric Roy represented Tertiary Education Minister Steven Joyce and spoke about the Government priorities for the Adult and Community Education Sector while John Prendergast, CEO of the Southland Community Trust talked about how closely aligned the objectives of his organisation are with those of the ACE Sector. When cuts were made to the local community education in schools programme last year, his organisation stepped in to provide the financial support necessary to keep


Adult Learners’ Week / He Tangata Mätauranga Launch 2010

1. In front of the beautiful tukutuku panels: Jo Lake- Director, ACE Aotearoa, Gillian Brocks - Southern REAP and Nellie Garthwaite - Literacy Aotearoa, Invercargill

2. Aurora College Kapa Haka Group Performance

3. The ACE Aotearoa team in front of the wharenui: Erana Brewerton - Tangata Whenua Co chair ACE Aotearoa, Mary Gavigan – ALW/HTM Coordinator, Wendel Richardson – Tangata Tiriti Co chair ACE Aotearoa, Sam Poutu Jackson – ACE Aotearoa Kaumätuato, Jo Lake – Director.

4. MP Grant Robertson playing scrabble in Wellington's Cuba Mall

5. Mussel Kai, Men's Shed and University Stands at Hamilton's Adult Learner's Expo

9. 10.

8.7.

it running. Mr Prendergast added that his organisation was very comfortable supporting areas which are not currently government priorities because all community education adds value.

A local adult learner shared his learning journey which had involved seeking literacy support to enable him to complete tertiary studies in therapeutic massage and then embark on a degree in sport and recreation.

Entertainment was provided by the Aurora College Kapa Haka group and a wide range of local learners and providers received awards showcasing the diversity of learning in the Southland Region.

The launch concluded with a delicious lunch after which visitors were shown local Bluff landmarks and the Tuatara at the Invercargill Museum.

Mary Gavigan

6. Val, Shannon and Ataneta’ from the Tararua Learning Centre enjoying the celebration at Dannevirke Library’.

7. Entertainment at the Counties Manukau celebrations

8. The Far North Learners’ rock to celebrate

9. A Speed Learning Lunch at the Taihape Library offered 13 learning tastes including (this one) – playing the ukulele, texting, salsa steps, Afghan Crochet and Mäori and Mandarin greetings.

10. Go Canterbury! Aranui – Matt Walters wrote: We felt it was important to have a celebration in the midst of all the wobbles and shakes. We had 108 awards to give out, but in the end we only had about 50 people turn up. However considering the fact that we were still having aftershocks and even had one while the award ceremony was going on!


“Man Up” to Storytelling - Storybook Dads

rejection better than most, but all want to produce a perfect DVD for their perfect child.

Anecdotal evidence points to significant positive effects Storybook Dads has for the children when they receive, and play, and play the stories; following along on the hard copy of the book that also travels home.

Since 2007 Storybook Dads has developed considerably. Men are now videoed reading the story into the camera as though they are speaking directly to their children. The men are also given the opportunity to write and record their own stories, add a message or sing a song at the end of their story and produce the backdrop for the recording.

The success of Storybook Dads is measured in the progress the men make with their literacy, the positive connections with families, the improvement in the men’s self-esteem and belief in themselves, the resiliency around pride and male identity that is generated, and the reports of children discovering a new book (sometimes the first they own).

The literacy component is measured against the Tertiary Education Commission ‘Read with Understanding’ progressions, which include the measuring of language and text features, decoding skills, and vocabulary skills. Our data shows a high percentage of the prisoners all made literacy gains of at least one step: 92 percent made gains in the language and text features strand, 97 percent made gains in decoding, and 89 percent made gains in their vocabulary development. Our data also shows that a small percentage of the prisoners (3 – 6 percent) made 2 step gains!

In the UK where dozens of prisons participate in Storybook Dads, the Devon annual report in 2008 concluded: ‘International research suggests that improving prisoners’ literacy has a number of important benefits. In particular, literacy programmes that involve parents in prison reading to their children may provide a means by which to enhance personal and skill development, strengthen familial relationships, and help to reduce recidivism.’

The Methodist Mission is exploring collaboration with the Crimes and Research Department at Victoria University in Wellington toward formal research into the impact of Storybook Dads. The long term goal is to inform the expansion of this programme to other prisons throughout the country, and into second and third tier versions.

Storybook Dads provides a contextualised, personal and successful learning environment to operate in a prison. One factor may be because Storybook Dads is not presented to participants as a literacy programme so it does not raise one of the greatest barriers to learning for prisoners (fear of loss of status), due to the embedded nature of the literacy component.

Literacy is a social practice, not merely a technical skill. “Literacy is not simply knowing how to read and write a particular script, but applying this knowledge for specific purposes or specific contexts of use” (Scribner and Cole 1981 p.236). In prison there are very few genuine ways to contextualise literacy for prisoners and Storybook Dads provides a powerful context for literacy delivery.

The storybook dads understand that what they are sending home is much more than a card and a DVD, it is a representation of love and the fact that parenting doesn’t stop just because they aren’t there. Truly a creative act!

Charles Pearce

“Maintain the family links. If the family links are broken the individual is lost.”

Charles Pearce Practice Leader for the Methodist Mission, Approach Community Learning, writes about an innovative contextualised literacy programme.

The family is the most important factor in a child’s life, whatever the constitution of the family may be.

Families of prisoners are often victims of crime too, forgotten and sometimes disparaged.

An imaginative initiative to change this; to reconnect these families; to acknowledge and build the relationship between fathers and children; and to encourage literacy in the whole family - Storybook Dads, was introduced to Otago Corrections Facility in 2007 by the then Manager Programmes and The Methodist Mission’s Approach Community Learning.

New Zealand and overseas research shows that prisoners have lower levels of literacy than the general population (Department of Corrections, 2009; Howard league 2008). A screening tool developed by the New Zealand Ministry of Education in 2008, trialled on 197 new prisoners found that 90 percent were not functionally literate - they had literacy skills below the level required to fully participate in society.

This is a similar finding to the results from our data collection, which shows that 80 percent of the prisoners we work with are Step 1 or 2 on the TEC Literacy Progressions at the start of the programme. Approximately 44 percent start at level 1, 36 percent start at step 2.

Storybook Dads runs for ten weeks and has literacy skills and parenting skills embedded throughout. The prisoners read a children’s book they have chosen and this is recorded with pictures onto a DVD to go home to their children. The programme, on the surface, appears to be just an opportunity to make a DVD to send home to the children.

But there are many processes involved for the men to grow from:

• Choosing a story they think their child will like.

• Reading and articulation skills (different voices for each character within the story, phrasing skills, and creating an atmosphere so the children will want to join in) – there is a lot of practising!

• Storyboarding skills – setting out the story on paper the way it will be told.

• Including other extras such as music, sound effects, any special messages they might wish to include within the story to personalise it and allow the children to feel part of the story (requiring the development of relational skills, and the expression of empathy and imagination).

• Writing skills where the prisoners make a card for their children to go with the DVD.

• The opportunity to talk about parenting skills, children’s behaviours, and positive modelling.

The majority of our storybook dads are the product of a broken home – violence, drug abuse, gang involvement; some of the men have been in foster care for most of their lives and for some their parents and siblings were also in prison.

Storybook Dads helps prisoners to make contact with their children and families in an ongoing way. The men know the risk of possible

Charles Pearce


Northland Scoops Adult Learning AwardsTwo outstanding community education providers from Northland received Dynamic Community Learning Awards during Adult Learners’ Week/ He Tangata Mätauranga, September 6-12.

The Awards, sponsored by Mary-Jane Rivers, the McCombs-Rivers family and Alison Broad, celebrate community engagement, excellence and energy in adult community learning.

Circus Kumarani

Circus Kumarani from Dargaville, Northland began in 2003 with a show involving members from two disability providers and local school children. Four groups of disabled adults attend classes weekly, as well as children, youth and community members. The group’s purpose is to provide circus skills for all ages and abilities and use these as a means to not only support individual learning and confidence, but to break down barriers between groups. Circus Kumarani looks for opportunities to bring all the different groups together for open stage nights, special workshops, rehearsals and shows including “Circus Infusion” 2009 involving 111 members with representatives from across the whole community.

The Kaipara District Council has included working with Circus Kumarani in its draft Long Term Community Plan, as it sees the Circus as being “of significant benefit to the community.”

Flax Roots Whänau

Flax Roots Whänau, Rawene, Hokianga provides training in low budget digital documentary film making. It was formed to offer employment opportunities in the Hokianga area and to record the history of community members, harnessing their collective experiences.

Anyone can take part thanks to the very low fees. The course has had positive impacts on its participants and has been the catalyst for the annual Short Film Festival in Rawene, leading to some film-makers entering the International Short Film Festival. Opportunities for paid work in filming and editing have also been created. Local events have been filmed and archived, developing a storehouse of knowledge for future generations.

The courses have a strong community-based Tikanga component. Whänaungatanga promotes peer learning and support as well as mentorship within foundation-level and advanced classes.

Learn for Today and Tomorrow E ako mö tënei rä me äpöpö

Circus Kumarani and Flax Roots Whänau are just two of the many innovative community learning initiatives recognised throughout Adult Learners’ Week/ He Tangata Mätauranga. Inspirational learners and teachers were honoured at award ceremonies all over Aotearoa. Each year around half a million adult New Zealanders participate in adult learning programmes.

This year’s theme ‘Learn for Today and Tomorrow E ako mö tënei rä me äpöpö emphasised the immediate impact of learning on the lives of adults and their communities and the way it strengthens long term opportunities especially in a time of economic uncertainty.

Mary Gavigan

Earthquake Relief Efforts: Pacific style ACE in Otautahi

Pacific families struggling to cope with the 7.1 earthquake in Canterbury have been helped by Pasifika volunteers who have skills in working with the community. Sam Utai, for example, has a background in community development and now teaches the Women’s programme at the CPIT. She is on a database of volunteer translators and has been called upon to get urgent safety messages across to some newly settled families: water must be boiled (unheard of in a Samoan village) – and it is not safe at all to light fires and cook food in the garage!

Some of the families lived through the Samoan tsunami and have found living through another significant natural disaster pretty tough – especially when they find that they have to stay in one of the welfare centres for a few nights. That seemed embarrassing and difficult. The volunteers helped the families to feel more comfortable and get the assistance that they needed.

ACE is often thought of as just ‘courses’. The community development side of ACE is often forgotten. In a disaster that is what is needed. Kia kaha Otautahi!

Analiese Robertson


Susan Nielsen, Executive Director, Toronto Adult Student Association, writes about adult student advocacy and support in Canada’s biggest city.

The Toronto Adult Student Association (TASA) is a non-profit, student-member-based, advocacy, support and referral organisation in Canada that is working on behalf of adults who have returned to school

for Literacy and Basic Skills (LBS), English as a Second Language (ESL), or high school credit day courses. A truly grassroots organisation, TASA is the first Canadian student association to be autonomous, self-governing, self-supporting, learner focused and learner operated.

Advocacy

Adult learners in Ontario first began to organise in 1996, in response to government cuts in funding. There was a 70 percent cut which translated into a 70 percent cut in programmes. At the time Toronto started off with 21 adult education centres across the city, overnight we went to 8 and today only 5 credit granting sites remain with the public education structure. The cuts also reduced adult learners’ access to services such as libraries and library materials, computers, printers, software, and student support staff.

TASA was incorporated as a non-profit, membership-based association in1999 and in 2000 a partnership with the Toronto District School Board was consolidated. This gave authority for the collection of a TASA membership fee as part of adult student enrolment costs for adult day school credit and non-credit ESL programs. This nominal fee was seen as a way for all adult students to be able to afford representation as well as provide an operating budget that was not dependent on governments or other outside funding sources. The TASA fee, which comes directly from the students themselves, allows TASA to speak freely on behalf of its members on any matter and to any organisation.

Today, after more than ten years, TASA continues to provide advocacy for adult education. The need for a durable voice for adult learning and adult learners is as strong, or stronger, than ever. There is neither a pan-Canadian adult education system nor a national education policy, and the provincial funding system, along with the local boards of education who allocate the spending, are under constant stress to do more with less. Some boards of education have decided to scrap adult continuing education altogether although research has found that educated adults also equal a stronger economy, a healthier populace, and adults who are more engaged in civil society.

Programmes and services

All former adult students themselves, staff at TASA realise that adults who return to school often need assistance to make their educational experience a success. Adults have many things going on in their lives. They may have to worry about such things as rent, food and clothing - things they may not have had to worry about when they were going to school as children. Many adult students may be caring for families, both financially and emotionally, when they decide to upgrade their education. Where can these people go when life gets difficult? Who can they turn to when they need support? In Toronto, adult students can come to TASA.

Susan Nielson

Toronto Adult Student AssociationInternatIonal

TASA networks with community educational and social service partners to provide reliable, up-to-date, useful information to its members. There is an extensive resource centre; information bulletin boards are placed in areas of high traffic, staff are available to provide individual support and TASA arranges workshops and seminars and other programming to support its members. In the past TASA has provided computer home placement services, an online computer lab, community mentoring, conversation clubs and other innovative services. At certain times, some of the services are available onsite. For example, a local immigration and settlement agency works from the TASA offices one afternoon a week, and a volunteer income tax specialist provides free income tax services by appointment or during clinics at income tax time.

The organisation operates on the ‘PASS’ model system. ‘PASS’ means ‘Participation, Advocacy, Support and Services.’ For TASA, ‘Participation’ equals such things as board and committee participation, active volunteer and internship programs, opportunities to participate in forums and discussions on TASA organisational initiatives and other adult learning activities, plus various outreach activities geared towards our members and potential members. ‘Participation’ also includes TASA’s work with community, education and government agencies on a local, provincial, national and international level. At TASA, member participation is encouraged at all levels of the organisation.

TASA continues to consult with its members to find out what supports they feel are needed within the adult education community.

Lifelong learning

TASA realises that the best way to support and sustain adult education is to create a culture of life-long and life-wide learning. This cannot be done well in isolation. Through our members and partners, TASA participates in local, regional, provincial, national and international events such as the Toronto Word on the Street Book and Magazine Festival, the Metro Toronto Movement for Literacy Learners’ Conference, the ABC Life Literacy Canada Family Literacy Day, the UNESCO International Adult Learners’ Week, and International Council for Adult Education meetings. TASA also supports advocacy and understanding through its international programs such as the Literacy and Basic Skills International Letter Exchange Program and the “Rags to Riches” Quilt project with our international adult education exchange partner, the Kenyan Adult Learners’ Association (KALA).

Susan Nielsen Executive Director, Toronto Adult Student Association

Adult students at the resource table


Jill Tanner-Lloyd, Communications Co-ordinator, Ako Aotearoa reports on the inaugural Tuia Te Ako hui.

The name Tuia Te Ako is based on the

tauparapara, “whakarongo ake au ki te tangi a te manu nei, a te mätui. Tuia i runga, tuia i raro, tuia i waho, tuia i roto. Tuia i te here tangata, ka rongo te ao ka rongo te po..” (Listen to the call of the bird, the mätui, come together. From above, below, within and without uniting people it is heard night and day…). The name addresses the coming together of Mäori in tertiary education (and others working for Mäori) to improve the outcomes for Mäori learners, their Whänau, hapü and iwi as well as the reciprocal nature of the word ako, which means to teach and learn. “Tuia te äkonga, tuia te ako, tui, tui, tutuia” or “bringing together teaching and learning” became the pepeha or saying for the hui.

The inaugural Tuia Te Ako hui began with karanga by kuia Puti Mackey, Dovey Taiaroa and Mere Broughton as 270 Mäori tertiary educators were welcomed onto Pipitea Marae by Taranaki Whänui and Ngäti Pöneke.

Professor Whatarangi Winiata started the formal programme with some visionary insights into Rangatiratanga or Leadership in the Mäori tertiary sector. He spoke in particular, about the place of Rangatiratanga in the survival of te reo Mäori me öna tikanga (customs). Further food for thought was provided in the lively panel discussion that followed with hui delegates seizing on the opportunity to give their views on the key theme in the following workshop.

In his keynote presentation on Whakawhänaungatanga – Building community, Professor Sir Mason Durie provided several future scenarios in Mäori and national tertiary education and pointed out the need to, “put aside institutional biases and focus on learner needs utilising available technology”.

The panel discussion on Whakawhänaungatanga provided further contextualised views from across the sector leaving delegates with plenty to consider for the final workshop of the day.

The hui then adjourned to the launch of the joint Ako Aotearoa and Te Puni Kökiri publication, Kaiako Pono – Mentoring for Mäori Learners in the Tertiary Sector. Sir Wira Gardiner, special guest and chair of the Tertiary Education Commission, conducted the official launch and spoke of the importance of such publications in growing the critical mass of information on kaupapa Mäori based teaching methods.

The hui dinner was highlighted by performances from Brannigan Kaa, Ria Hall and Bella Kalolo. There had been much discussion about how great the marae looked for the conference but the transformation of the main hall for the dinner was absolutely stunning.

Day two of the hui began with an address by Mäori Party MP Te Ururoa Flavell who told delegates, “This hui has issued the wero, that all tertiary education providers must take responsibility for strengthening Mäori education. As part of their responsiveness strategies, tertiary institutes need to focus on improving the pastoral care, academic support and learning environments available to Mäori students. And they must adopt teaching practices that are culturally responsive.”

Tuia Te Ako

Professor Linda Smith followed with a presentation that one delegate described as giving her “so many ideas for my research project”. She reminded the audience that as many students are broken by the second year of secondary school, the key role of tertiary teachers is to attempt to rebuild those broken minds. “It is an awesome responsibility” she said.

The panel presentations were once again exceptional with Mereana Selby and Keith Ikin joined on stage by the 2010 Tertiary Teaching Excellence Awardee, Te Kahautu Maxwell, who is the inaugural recipient of the award for “Sustained Excellence in Teaching in a Kaupapa Mäori Context”. Discussion in the workshops was animated and wide ranging, sparked by the speaker and panel presenter vision of the future – including a Ministry for Mäori Education through to ways to better support Mäori learners currently in the system.

The final keynote speech was provided by Hana O’Regan on ahu Whakamuatanga – Mäori advancement. She spoke eloquently on the way respected Mäori educationalist Monty Ohia changed the direction of Te Puna Wänaka at Christchurch Polytechnic Institute of Technology by introducing a new kaupapa, “Whänau transformation through education”. It was a timely reminder of the whakapapa and history of recent Mäori tertiary education in Aotearoa. The panel discussion was highlighted by a timely call to action from Trevor Moeke, Poutiaki of Te Wänanga o Aotearoa, “we have to make dust or eat dust!”

The inaugural Tuia Te Ako hui was brought to a close by Taranaki kaumätua, Huirangi Waikerepuru. The formal evaluation of Tuia Te Ako will highlight a wealth of learning for both the planning committee and events team. The delegate evaluation sheets have provided us with some good insight to the hui’s success. Ninety percent of the completed forms indicated that delegates found the hui to be “very valuable” to them. Comments include, “Wonderful korero to our group. Valuable and Inspiring.” and “Excellent speakers, relevant korero- well paced, thank you.” Our Te kohinga Körero (feedback wall) received its share of attention with delegates leaving suggestions such as “make Level one and two courses free for all youth aged 16-19 years within the tertiary sector - across all curricular areas.”

We are currently working to write up the proceedings and take them on to Te Toi Tauira mö te Matariki conference at Waiariki Institute of Technology on 5 – 7 October. We look forward to continuing the themes and discussions there. In the meantime, you can refresh your memory of the various speeches, keynotes and panel sessions by accessing the videos and powerpoint presentations available through our website at: www.akoaotearoa.ac.nz/tuiateako .

We would like to thank Maaka Laws’ Techpa team from Te Whare Wänanga o Awanuiärangi. Tutors Thomas Mitai, Atareta Wirihana, and their students, did a fantastic job of covering the event – from the beginning of the pöhiri through to the closing words from our colourful and very confident MC – Dr Rangi Mataamua. They were tireless in their efforts and conducted many interviews with guest speakers and delegates alike. We very much look forward to seeing their work in documentary style.

What will stay with me is the coming together of the many parts of the Mäori education sector and the whakawhänaungatanga (relationship building) and wairua whakakotahi (spirit of unity) that pervaded this hui. Feedback suggests many attendees agree.

Jill Tanner-Lloyd


Not-for-Profit CEO Young Executive of the Year

Claire Szabó, Chief Executive

of English Language Partners

New Zealand has been named

New Zealand Institute of

Management’s ‘Young Executive

of the Year’ for the Central Region.

The award was presented at the

NZIM’s regional headquarters in

Wellington on 13 July.

Young Executive of the Year recognises leaders,

innovators, team builders and high achievers aged 35

and under for making a positive impact on the growth,

productivity, and morale of their organisation.

Charles Berridge, Chair of English Language Partners

New Zealand, nominated Ms Szabó for the award. “I

cannot think of a better candidate for Young Executive

of the Year. Since her appointment as CEO in 2006 at

the age of 27, Claire Szabó has proved to be astute,

visionary and effective, leading our work with 8,000

migrants and refugees across the country,” said Mr

Berridge.

“She has also increased funding across the suite of

services from home-based volunteers to specialist

intensive classes. 327 new group services have

been funded, including 200 ‘English for Employees’

groups.”

The judges noted Claire’s ability to lead 22

incorporated societies to consensus. When the

name ‘ESOL Home Tutors’ needed updating, there

was unanimous agreement on ‘English Language

Partners.’

Claire was delighted to accept the award. Her next

steps for the organisation are focused on advancing

partnerships with migrants and refugees. “We need to

get the system right for refugees. This means effective

collaboration across the sector. The system also

needs to be set up for temporary migrants, who are

already on a legitimate pathway to residency.”

Claire will be joined later this year by Northern and

Southern winners at the Deloitte/Management Top

200 Awards at Skycity, Auckland to compete for the

NZIM/Eagle Technology’s Young Executive of the Year

supreme award.

English Language Partners

Our people

Claire Szabó

ACE Aotearoa news

A new Director – Dr Jo Lake

Jo spent her adolescence in Beijing, and after returning home with no formal qualifications, went to Victoria University as a ‘mature’ student (with four small daughters), becoming one of thousands of adult learners in Aotearoa. Her area

of specialty in Psychology was learning, and her PhD topic ‘stress and the cardiovascular system’ was all about how, on a daily basis, we learn physiological responses to events, -including maladaptive ones, which can contribute to physical illness and mental distress. Jo is committed to active, positive, lifelong learning as a natural, healthy choice to improve personal, community and social wellbeing.

Her paid work has been mainly in the Public Service. Starting as Alcohol and Substance Abuse officer in the (then) Department of Health, she went on to various planning and management positions in the State Services Commission, the Department of Conservation, and the Department of Justice before becoming General Manager, Internal Audit in the Department of Corrections. She was Corporate Services Manager in the Ministry of Justice, and then held a number of senior roles in the Department for Courts/ Ministry of Justice, including General Manager Office of Chief Executive and Judicial Affairs, General Manager Strategy and Policy and General Manager Higher Courts. She moved to the NGO sector in 2005 as National Executive Officer, Presbyterian Support New Zealand. Jo also has Masters of Management.

Analiese Robertson – Professional Development and Networks Manager

Analiese has a passion for lifelong learning and advocating education as a human right. Of Rarotongan/Tahitian/German decent she comes from an adult literacy background. She managed

an Auckland provider, He Waka Mātauranga (member of Literacy Aotearoa) for 11 years - where she worked to empower mainly Māori and Pasifika communities. Up until recently she was a full time national trainer with Literacy Aotearoa. In this work she set high standards for the delivery of national literacy qualifications nationwide.

Many people in the sector will know Analiese as Tangata Tiriti Co chair and Executive member of ACE Aotearoa. She has also been a member of the Adult Learners' Week/He Tangata Mātauranga National Committee and has been active in the Auckland ACE Aotearoa branch and ACE network.

Analiese has also represented New Zealand internationally – she has been selected to attend ASPBAE leadership and regional facilitator training in Bangladesh and Indonesia.

Analiese takes over responsibility of managing the Professional Development grants and activities, and managing development through supporting a sector-led strategy for networks.

Staff


ACE Aotearoa news

Updates

Network Funding Update

After a period of negotiation, ACE Aotearoa signed a contract on 18th August with TEC, successfully securing two thirds of the available funding, most of which is for distribution to networks, following consultation (see below). TEC has contracted with another party, Venture Group (New Zealand) Limited for the other one third of the funding. One of the conditions of the contract is that ACE Aotearoa and Venture Group work together to enable effective collaborative activity across the ACE Sector.

Currently ACE Aotearoa and Venture Group are planning an approach to consult with networks (probably on a regional basis) and building from the existing Sector-led network strategy, identify how best to support the collaborative activities of networks, including the basis on which available funding will be distributed.

For more information, please contact Analiese Robertson (Professional Development and Networks Manager) on 04 472 6622 or [email protected].

PD Grants

PD Grant funding has been spent for the current funding round. ACE Aotearoa is not accepting any more applications at this time. Any PD Grant Applications sent to ACE Aotearoa before 03 September 2010 will being considered. We will advise details for future funding rounds. If you have a current application and would like information about it please contact Analiese Robertson at 04 473 6622, or email [email protected].

National Executive

The National Executive met in Wellington on 16th-17th August. As it was the first meeting following the AGM, the Executive undertook governance (refresher) training for the first half day, reaffirming their role as direction setting, strategy development, monitoring and oversight.

The remainder of the meeting focused on revising as necessary

Tai Samaeli – Contracts Administrator

Tai is a community organiser and has spent all of his working life in the non-profit sector. He is passionate about helping people reach their potential. With a Diploma of Teaching (Primary) Tai is an experienced trainer and has worked with youth-at-risk, including managing a retail and industry training course that led to a

NZQA National Certificate in Retail. Outside of work Tai is the coordinator, and a trainer, of New Zealand's largest community-based improvisation troupe - (WIT) - where he enjoys being able to make things up. He has recently returned from New York where he was a stay at home dad with his 3 year old daughter and made it to 36 of the 50 US States.

the membership of the working subcommittees, setting the priorities for the next period, and reviewing the progress against the organisation’s work plan to date.

There are four sub-committees of the Executive to expedite the effective leadership of the organisation. They, and the immediate priority areas for action, are:

• Finance Audit and Risk: Pauline Winter, Peter McNeur, Rosina Taueki, Erana Brewerton and Wendel Richardson. At least one of the Co-Chairs must be present. The financial management is robust, and there are no major issues. The immediate focus for the Finance, Audit and Risk subcommittee will be to ensure that financial reports contain plain language explanations of any variances.

• Personnel: Ani Pahuru-Huriwai, Pauline Winter, Peter McNeur, Erana Brewerton and Wendel Richardson. ACE Aotearoa has recently undergone a restructure and there has been a change in personnel. There are no major issues, and the immediate focus for the Personnel sub-committee will be to support the new management’s bedding in of the new systems, including further development as necessary.

• Policy: Atawhai Li, Rosina Taueki and Cheryl Jackson as the core group with the addition of other Executive members dependent upon expertise required. The immediate focus for the policy sub-committee is leading the actions to address the motion from the AGM to facilitate member wananga to review the constitution, Te Pito and Te Puna. The policy sub-committee will also be key in the simplification of the ACE Aotearoa policy manual.

• Communications: Ani Pahuru-Huriwai, Cheryl Jackson, Erana Brewerton and Wendel Richardson. The immediate focus for the Communications sub-committee is the review/ development of a Communications Strategy to facilitate the more effective positioning of the organisation in achieving its mission.

The next meeting of the National Executive will be on 19-20 October, and will include a day for strategic planning.

Strategic Alliance

The Strategic Alliance met on August 19. Once again there was a very useful discussion with TEC officials, Pauline Barnes and James Turner. Members looked at a new draft of the Discussion Document and work-shopped ideas to get more detail into the strategic section of the document. The working group is consolidating this work. A version which has 3 year activities and 5 and 10 year outcomes will be ready for a meeting with the Minister – hopefully by the beginning of October.

The meeting also discussed information that had been gathered from members on learner pathways and agreed on a way to progress that work. There was discussion a draft proposal for a sector napping project; and those involved with the work on outcomes reported back (work is ongoing).

A summary of the meeting is on the ACE Aotearoa website.


All correspondence in respect of the newsletter to:

ACE Aotearoa, PO Box 12 114, Wellington Or email the editor, Jo Lynch, at [email protected] want your contributions and ideas for article.

This is one of a number of great Ako Aotearoa posters available from http://akoaotearoa.ac.nz/posters

ACE Aotearoa Membership

Interested in becoming a member of ACE Aotearoa Inc?

Full Membership Categories:

Full time Waged Individual $50.00

Part time Waged Individual $25.00

Unwaged/Low Waged Individual $15.00

Other membership Categories

Affiliate Organisation/Group $50.00

Membership inquiries to: Phone: 04 473 6622 or email: [email protected]

erana Brewerton, tangata Whenua co chair: [email protected]

Wendel richardson, tangata tiriti co chair: [email protected]

Pauline Winter: [email protected]

ani Pahuru-Huriwai: [email protected]

Peter Mcneur: [email protected]

Cheryl Jackson: [email protected]

rosina taueki: [email protected]

atawhai lee: [email protected]

National Executive Contacts

adult and community education spring newsletter 2010

Documents

te whnau ara mua

family learning centre

learning pathways

whnau pathwaysfor

whnau pathways4

manukau city council

manukau primary schools

education partners