Enhancing Maori and Pacific Students Pathways into University: Academic Counselling ( EMaPSPiU ). BRIEF OVERVIEW. Starpath research has identified : Major barriers to a successful transition to University education for Maori, Pacific & other students in low decile schools.
Starpath research has identified:
Major barriers to a successful transition to
University education for Maori, Pacific & other
students in low decile schools.
These barriers include Structural, Systematic,
Individual and Family factors
University of Auckland working with selected schools
hoping to increase access & enrolment at University for
Maori and Pacific students via supporting schools to
implement Starpath research recommendations to
(Hence the formulation of the EMaPSPiU Team & O.T.H.C Action
highlighted in the research..................
A structured programme of academic
counselling about educational options is
Academic Counselling -“Trained professionals counselling
students on their academic plans, for course-taking while in
secondary school as well as for post-secondary
education” (Hughes & Karp, 2004)
Three levels–Instructional / Motivational / Relational = Mentoring
Target Setting – which establishes what students will
aim to achieve in their courses rather than just
which courses they will pursue, takes this form of
educational planning a stage further to include the
formulation of goals. (ie individual learning plans).
Achievement among Maori, Pacific & other
students in Low Decile Schools although
improving since introduction of NCEA, the gap
between high performing and low performing
students is still incredibly wide.
2007 20% of Pacific & 18% of Maori school
leavers gained UE compared to
66% of Asian & 44% Pakeha students
(Ministry of Education 2008)
Starpath Team spent 12 months in low-mid
decile high schools interviewing more than
160 students, parents & teachers gathering
qualitative evidence on:
How and why subjects were
being selected and who did the choosing.
Students who wish to go onto University
need to choose the right NCEA subjects
and they need to choose them early.
They need to achieve more than the
minimum number and level of credits for
the U.E qualification.
Parents need to be involved in the setting of
their child’s academic targets at each level of
Schools need to provide QUALITY academic counselling
and subject course advice (including reviewing student
achievement & goals on a regular basis)
Schools need to be able to identify when
academically-able students with aspirations to attend
University are at risk of wandering off the pathway that
will lead them there.....and make timely corrections.
(Meyer, McClure, Weir, Walkey, McKenzie)
‘Motivation and Achievement at Secondary
Using a survey to measure Yr 10 goals for NCEA, it was
found patterns of motivation at this stage was an
indicator of future academic achievement in years 11
“Motivation orientations were better predictors of total credits
achieved two years later than predictions made based solely on
credits attained in previous years”.
CAN MANAGE SUCCESS FOR OUR MAORI & PASIFIKA
STUDENTS IN GAINING U.E
Regular data dumps to form teachers to monitor and identify
relevant chokepoints potentially affecting students gaining U.E
Destination survey to be completed by all Yr 11, 12 & 13
students to find out students aspiring to attend university /
Adding extra fields to Yr 13 leaver forms to report how many
students are attending university and stay for the second
Survey to be completed by Year 10’s on NCEA goals
Continue to explore best academic counselling model
Include the mentoring of Year 12 peers supporters
in the Yr 13 prefects job description
Investigate Academic incentives (ie:student academic
Emphasising acknowledgement of college achievement
in whanau assemblies
Maori and Pasifika representatives participating in the
MONITORING & SUSTAINING THE PROGRAMME OF ACADEMIC COUNSELLING
Review the effectiveness of procedures used in making
amendments to senior level option choice forms
Review Year 10 to 13 option selection procedures.
Consultation on identifying best model to include Ka Hikitia
strategies at the junior level
Investigate the accessibility of electronic individual learning
Administer a survey to senior students to receive feedback on
effectiveness of pathways programme (ie: supporting them to
Co-ordinate training sessions and workshops with senior
form teachers around:
- effective analysis of student tracking data
- invite data achievement specialists
- involve Ka Hikitia Facilitator
- Familiarise oneself with the senior course booklet to be
able to inform counselling conversations.
Facilitation of teacher voice survey using CPaBL survey.
Teacher voice survey needs to include teachers beliefs and
assumptions around a Ka Hikitia school.
(ie: linking feedback from CPaBL survey with Ka Hikitia Knowledge & Understanding)
ENGAGE MEANFULLY & RESPONSIVELY WITH
NCEA information Evenings for Maori & Pasifika parents
Co-ordination of programmes which provide exposure for
senior students to meet with Maori & Pasifika University
Funded by the Tertiary Education Commission
Partnership between Team Solutions at The University of
Auckland and secondary schools in Auckland and Northland
To develop best practice academic counselling programmes
that build on existing practice.