Science Education In Lower Hutt Secondary Schools Proposed Actions for Hutt City Council

Anne Jackson Jackson Strategy June 2014 Contents

1 Summary ...... 3

2 Introduction ...... 6 2.1 Purpose of the Study 6 2.2 Approach to the Study 6

3 Summary of Research Findings on Secondary Science Education ...... 8 3.1 The Purpose of Science Education 8 3.2 Student Attitudes and Motivation 9 3.3 The Organisation of Science in Schools 10 3.4 Engagements Between Schools and the Science Community 12

4 Existing Initiatives to Support Science Education in Schools ...... 16 4.1 The National Context 16 4.2 Existing School/Science Community Engagement Initiatives – Illustrative Examples 18

5 Secondary Education In Hutt City ...... 22 5.1 The Schools 22 5.2 Education Initiative for 16 to 19 year olds 22

6 Results from the Interviews ...... 24 6.1 Interviews with Schools 24 6.2 Interviews with Science Organisations 28 6.3 Possible initiatives to Support Science Education 29

7 Conclusions and Recommendations ...... 35 7.1 Recommendations 36

Annex A – Interview Questions ...... 37 Questions for Schools (Principals and Science Teachers) 37 Questions for Employers and Tertiary Institutions 37

Annex B – People Interviewed In the Study ...... 39 Acknowledgement 39

Annex C – Youth Guarantee Information for Mayoral Meeting ...... 40

2 1 Summary

Hutt City Council is home to a number of science based organisations and is keen to encourage the development of a work force suited to high value jobs and a high technology based economy. The Council commissioned this study to investigate the current state of science education in secondary schools in Lower Hutt and determine if there were any actions the Council could take to support science education, encourage students to pursue careers in science and promote engagement between schools and science organisations in the city.

The study involved seeking the views of Lower Hutt secondary schools about their priorities for science education, the barriers they saw to students progressing to more senior levels, and how the Council could most effectively support them. It also sought the views of a sample of science organisations about their recruitment needs and the opportunities they saw for greater engagement with local secondary schools.

To ensure that proposed initiatives were based on good practice and drew on successful developments elsewhere, the study looked at relevant research, national priorities for science education and partnerships between schools and the science community in other parts of New Zealand. Over the last few years there has been considerable interest in science education in New Zealand, driven by recognition of the importance of science education to developing an economy based on knowledge and innovation. A wide range of networks and partnerships has been established including one-off events, ongoing work with schools, web-based initiatives and support for teachers.

The study found that secondary schools in Lower Hutt were placing a high priority on how best to engage students with science and were providing different programmes to reflect students’ interests and abilities. Many also had established links with local employers with a view to stimulating students’ interest and encouraging them to consider careers in science. Employers were generally keen to be involved in education but varied in the extent to which they had established mechanisms to do so.

Both schools and employers were positive about the Council’s initiative in commissioning the study and put forward a number of useful ideas about how the Council could use its unique role in the community to promote science careers, facilitate networks, broker services and provide community facilities. These proposals varied in their scale, cost, ease of implementation and the extent to which they were specific to Hutt City or reflected developments elsewhere.

Bringing together the results of research, national priorities and the views of schools and employers, this study recommends that the Council should focus on initiatives to support science education that:

• Are specifically designed to support teaching and learning – driven by the needs of schools and the New Zealand curriculum

3 • Involve collaboration between schools and the science community, including the input of science educators

• Include teacher professional development as an important component

• Are sustainable over time and have sufficient structure and organisation to be not solely dependent on the enthusiasm and personal time commitment of individuals

• Focus on the value that the Council can add through its unique role in the community

• Provide a range of different types of support to students – recognising that the needs of students differ at different stages of their schooling, and in terms of their motivations, interests and career aspirations

• Aim to complement national initiatives in science education, including the possible establishment of a national strategy for school/science community engagement

In the short term, the Council should consider implementing the following initiatives:

• Developing a register of local employers indicating areas where they are willing to be involved with schools (visits, mentoring, internships etc)

• Developing a range publicity material about young local scientists and their career pathways

• Developing a pool of local scientists to visit schools to talk about their careers (in consultation with the existing FutureinTech initiative)

• Hosting a science fair/convention involving local employers and science teachers in Hutt City.

The Mayor has recently established a group of education leaders in Hutt City to consider providing new educational opportunities for young people under the umbrella of the Government’s Youth Guarantee policy. Youth Guarantee aims among other things to support a wider range of work and tertiary-based opportunities for school students. The above initiatives could be referred to this group to progress as part of its work programme.

Other proposals put forward in this study include:

• Supporting travel costs for students to visit science based employers

• Facilitating access to community based science equipment

• Establishing a science centre for use by schools and the community

• Employment of a science co-ordinator/educator

4 • Establishing a cluster of science teachers and providing joint professional development

• Providing/supporting teacher fellowships

• Providing/supporting student awards and scholarships

These initiatives should ideally be progressed in the context of national developments such as the Government’s Science and Society Project and the establishment of Science Learning and Change Networks. It is recommended that the Council discuss these initiatives with the Ministry of Education with a view to Lower Hutt becoming an “early adopter” of national initiatives, perhaps with the Ministry providing some funding and support and Lower Hutt contributing its knowledge and experience to inform developments in other parts of New Zealand.

5 2 Introduction

2.1 Purpose of the Study Hutt City Council commissioned this study to investigate the current state of science education in secondary schools in Lower Hutt and determine if there were any actions that the Council and other interested parties could take to support science education.

The Council and other science based and economic development organisations in the city are keen to encourage the development of a work force suited to high value jobs and a high technology based economy. The city is home to a number of significant science and health based organisations (e.g. Callaghan Innovation; GNS Science; Hutt Valley District Health Board) that rely on a highly skilled workforce with a background in science.

The Council recently partnered with the Open Polytechnic offering a Mayoral Scholarship to encourage primary school teachers in Lower Hutt to undertake the Graduate Certificate in Primary Science Teaching. The Council is also involved in supporting the Hutt Valley Primary Science Education Network which aims to bring together key stakeholders, including school principals, to address challenges in science education in primary schools.

The Council is now seeking to get a better understanding of science education in the City’s secondary schools and determine what steps the Council could take to work with secondary schools to encourage more young people to continue their involvement in the science subjects.

2.2 Approach to the Study The study was designed to seek the views of Lower Hutt secondary schools about their priorities for science education, barriers to students progressing to more senior levels, and how the Council and other organisations could most effectively support them. It also sought the views of a sample of science organisations the Council had established relationships with about their recruitment needs and the opportunities they saw for greater engagement with local secondary schools.

To ensure that proposed initiatives were based on good practice and drew on successful initiatives elsewhere, the study also involved:

• Reviewing and summarising national research on science education - especially about the organisation of the science curriculum, student motivations and school/science community partnerships

• Reviewing and summarising existing initiatives to support science education in schools, both nationally and in communities elsewhere in New Zealand

6 • Interviewing representatives of national organisations (e.g. the Ministry of Education, Royal Society) to identify the national context and priorities for science education

A copy of the interview questions used in the study is attached at Annex A and a full list of those interviewed is attached at Annex B.

2.2.1 Interviews with schools All secondary schools in Lower Hutt were invited to participate in the study. All 8 State and State Integrated schools providing education to secondary students took part in a structured discussion to elicit their views. The discussions were typically with the principal and/or head of science and in several cases also involved other science and careers guidance staff.

The discussions were based on what was already working well at the school and schools’ own views of their strengths, opportunities and barriers to student engagement and achievement in science. The study was not a formal evaluation of the quality of science education provided in the school, although some schools did provide evidence of trends in student achievement in science within the school and their own analysis of the effectiveness of their curriculum and teaching approaches.

2.2.2 Interviews with Science Organisations Six organisations (four employers and two tertiary providers) were interviewed. These were organisations that the Council had already been working with on related issues such as the “Technology Valley” Initiative. The employers interviewed were not a representative sample of employers in Lower Hutt (they did not include small employers or those involved in trades training for example), but did include some of the largest employers of science graduates.

The purpose of these interviews was twofold - to seek views on employment needs in Lower Hutt and also more generally to seek the views of members of the science community about how they could work with secondary schools and the Council to promote a community that values and is engaged with science.

7 3 Summary of Research Findings on Secondary Science Education

Over the last few years there has been considerable national interest in the state of science education in New Zealand secondary schools. Government agencies and other national organisations have commissioned several studies, driven by a widespread recognition of the importance of science education to developing an economy based on knowledge and innovation.

This section summarises selected findings from the research.1 It aims to inform the design of local initiatives to support science education, rather than to provide a comprehensive summary of all the relevant research.

3.1 The Purpose of Science Education Drawing on work by both the Royal Society2 and the New Zealand Council of Education Research (NZCER),3 the Government’s Chief Science Adviser, Professor Sir Peter Gluckman published Looking Ahead: Science Education for the Twenty First Century in 2011. A key theme of this report was that science education in secondary schools has at least two distinct purposes:

• To provide “pre-professional education” for students entering careers needing science, usually arranged around mathematics, physics, chemistry, biology and perhaps general science

• To prepare all school students to have a clear understanding of the complex world of science that they will confront as citizens.

1 The study focused on New Zealand research, although some of the reports discussed below also referenced overseas research, in particular studies from Australia and the UK. Like New Zealand, these countries recognise the links between science education and economic growth and are engaged in various initiatives to promote partnerships with the science community and enourage more young people into careers in science and technology. 2 Engaging Young New Zealanders in Science: Priorities for Action in School Science Education, Royal Society, 2010 3 Inspired by Science, NZCER, 2010

8 These two purposes, and the implications for secondary schools, have been summarised by the Royal Society4 as follows:

We need science in schools to produce a supply of tertiary graduates who have the knowledge, skills and dispositions needed by today’s science workforce. However, science in schools will also need to produce a population that is interested in science, has some understanding of the ‘big ideas’, and is ready, willing and able to participate in public discussions of science- related issues. This requires as many students as possible to be engaged in learning science at school and wanting to go on learning science after they have left school. They need to be getting experiences designed to build the dispositions and knowledge that make long-term learning possible.

3.2 Student Attitudes and Motivation In Inspired by Science (2010), NZCER argues that students need not only have knowledge of and about science but to be interested in science and able to see its relevance to their world. In this respect students’ attitudes and motivation are key. Yet the evidence suggests a very mixed picture about students’ engagement with science in secondary school.

NZCER concludes that in New Zealand, as in other countries, students are making up their mind about their interest in science and in science careers well before age 14 when they are approaching the point of having more choice in the subjects they study. These choices largely determine who will enter the science workforce and highlight the importance of primary and middle school years in developing programmes to engage students with science.

NZCER notes that according to some measures New Zealand is performing relatively well in producing students with the ability and achievement to go on to careers in science and technology. However even successful students are not well-informed about career options and relatively few of them see themselves moving into “advanced” science careers.

In The Future of Science Education in New Zealand (2012), the Royal Society comments on many students’ lack of interest and enjoyment of sciences:

Most students’ interest in science declines as they move through their schooling and around the middle secondary school years science is one of the least enjoyed subjects. Many of the students studying science at senior secondary level appear to be doing so for utilitarian reasons, such as needing it for the university course of their choice, rather than for interest or enjoyment.

A survey of students studying science in Year 135 examined students’ motivations and career aspirations in more depth. Four clusters of students

4 The Future of Science Education in New Zealand, Royal Society, 2012

9 were identified based on the combinations of subjects they were taking and with some distinct differences in career aspirations.

• “Serious science” students who were taking more than one traditional science subject intended to study science at university, often with the encouragement of parents or teachers and tended to have their sights set on careers such as medicine, dentistry or veterinary science

• “Business/science” students who may have chosen physics and calculus in combination with some form of computer science were sceptical that science offered a sufficiently rewarding career and were looking towards the business sector

• Two clusters of “keeping options open” students were more undecided about their future study and career plans and many were poised to drop science on transition to tertiary education, despite the fact that a number of them agreed that science may be needed for their future career plans.

According to this study factors that influence students to stay with science subjects include personal interests, broad approach to decision making, family background, positive learning experiences (curricular and extracurricular), type of school attended, and knowledge of potential science careers.

These findings suggest that science opportunities need to be different for students with different interests. No single information and support strategy will be sufficient to encourage higher levels of ongoing participation in science. The study concluded that

If we want to encourage more young people into science then students need rich opportunities to find out about the many ways sciences can be used in interesting careers.

3.3 The Organisation of Science in Schools Many commentators have argued that the need to prepare students for the 21st century and to respond to the different motivations of students requires a new approach to the organisation of science in schools.

In Looking Ahead (2011), Sir Peter Gluckman identifies two separate issues that can inhibit science education in schools.

• Relevance of knowledge. No matter how well qualified science teachers are when they leave university, given the pace of change in science, their knowledge is likely to become quickly out of date.

• Access to technologies. Schools have limited access to modern technologies and laboratories, which are essential to teach about some subjects (e.g. DNA).

5 Staying in Science 2: Transition to Tertiary Study from the Perspective of New Zealand Year 13 Science Students, NZCER, 2006

10 To address these issues, Sir Peter argues that it is necessary to develop a new form of secondary science education “which will increasingly depend on both teachers and students having a closer relationship with the science community”. Education will increasingly involve the use of community facilities such as museums and science centres to provide practical experimental opportunities. This will lead to a significant re-definition of the role of the teacher and has implications for the organisation of community activities.

The science teacher will be responsible for the pedagogical format and content, where as the science community will provide, by way of demonstration, access and expertise, the necessary relevance, content and practical experience. If this is to be a successful model, it would require a change in the way in which the science community is funded so that its activities in this area are appropriately regulated, funded and incentivised.

In Inspired by Science (2010), the NZCER proposes a structure of science education in secondary schools to recognise that the purpose of science education is different for students at different stages of the school system.

Years 1-6 The emphasis in these years would be on stimulating (primary) students’ interest and curiosity, and in developing literacy skills.

Years 7-10 The emphasis in these years would be on socio- (middle school) scientific issues. There would also be a focus on increasing students’ awareness of the possibilities of future careers in science.

Years 11-13 At the upper secondary level students could continue to (senior study an issues focused programme but they could also secondary) take courses in either pure or applied science that are more focused on preparation for careers in science.

All levels Students are challenged to develop deep understanding through strategies that emphasise student questioning, exploration, and engaging with significant ideas and practices. There would be much greater interaction between schools and the science community and more emphasis placed on students’ active engagement in their own learning.

All commentators agree that retention in science in the senior years is important for all students. According to the Royal Society in The Future of Science Education in New Zealand (2012):

If students do not continue with science beyond Year 11 it is unlikely they will have a sufficient understanding of science to allow them to participate effectively in 21st century New

11 Zealand…While not all students will require depth of science beyond Year 11, courses that allow students to continue to engage in science in some form should be encouraged as part of a holistic senior education programme.

3.4 Engagements Between Schools and the Science Community Given the potential role the science community can play in the delivery of science education, there have been various attempts to categorise and evaluate the effectiveness of different engagement initiatives. NZCER has just concluded a significant study on Strengthening Engagements Between Schools and the Science Community (2014) which aims to identify the range and variety of ways in which teachers and students interact with people and groups from the science community to support students’ learning and engagement with science.

According to this study there are six arguments for why schools should engage with the science community:

• The science community can provide access to up-to-date scientific knowledge, expertise and access to resources or environments that are out of the reach of most schools

• The science community can give students experiences that are engaging, motivating, interesting or expand their horizons

• Role models from the science community can inspire students or help them to see themselves and their identities reflected in science

• Science community engagements enable students to experience authentic and relevant science

• Applying scientific knowledge to address real-world challenges requires a complex interaction with other knowledge domains, and learning this is as important as learning the scientific knowledge itself.

• Schools, on their own, do not have the resources or expertise to supply all the kinds of learning support needed in the 21st Century. The resources of the wider community need to be available to schools.

The study identifies and categorises a wide range of school/science community initiatives as follows.

• One-off events (e.g. students visiting science workplaces or universities, career information days/presentations, open days, science fairs, road- shows, short EOTC (Education Outside the Classroom) visits, scientists visiting schools to give talks

• Ongoing work with schools (e.g. students mentored by scientists or tertiary science students, internships, scientists working alongside

12 schools in local projects, “hands-on” programmes or intensive residential courses at universities or other science institutions

• Web-based initiatives (e.g. virtual field trips, connecting with scientists online and the provision of science resources for schools, such as through online hubs or portals)

• Initiatives that support teachers (e.g. Royal Society Teacher Fellowships, access to expert information and support, such as through online hubs or portals).

Illustrative examples of these types of initiative are included in Section 4.2 of this report.

In The Future of Science Education in New Zealand (2012), which also surveys the range of initiatives on offer, the Royal Society cautions against initiatives that are not specifically designed to support teaching and learning:

Some of these programmes are uncoordinated and have drivers other than the needs of schools or the New Zealand Curriculum. Many programmes do not have science educators associated with them and are reliant on scientists who are often unaware of the educational needs that they are attempting to address, which means the opportunity is not as appropriate or relevant as it might be. Further challenges are posed by programmes that are not funded on a sustainable basis.

The Royal Society argues strongly that all initiatives should be pedagogically sound and should be collaborative “acknowledging that science education is a specialist field in which scientists may not have expertise”.

In Strengthening Engagements Between Schools and the Science Community (2014), NZCER identifies the following factors that enable schools to collaborate with the science community:

• Opportunities to develop connections between schools and willing, able and supportive partners in the science community

• Strategies to minimise potential barriers to access—these barriers include time, cost, distance and accommodation

• People within (or closely connected to) the school who can provide co- ordination support, liaising between the science partners and teachers and learners, both within their school and across schools

• Partnerships in the wider community that support, extend and enrich the value of schools’ engagements with science community partners

• Shared community-level goals for supporting science education across the community, enabling schools to collaborate in a high-trust, non- competitive environment

13 • Teacher professional learning that develops teachers’ understanding of the nature of science and the purposes of learning science in the 21st century

• A curriculum that is enabling, and assessment structures that can be used flexibly to enable future-oriented science learning.

NZCER identifies the following factors that enable the science community to collaborate with schools:

• High-level commitments from the science community to support science learning and engagement for young New Zealanders, accompanied by resources and structures that enable these commitments to be realised in practical ways

• A collaborative environment for organisations and institutions in the science community, so that partners can work together towards the greater goals of supporting science learning and engaging all learners

• “Intermediaries”—people with the knowledge, experience and dispositions that enable them to effectively liaise between the education and science communities—who need, among other things, a sophisticated level of understanding of the multiple purposes of science learning, and familiarity with the operational characteristics of school science teaching and learning, including curriculum and assessment frameworks, and whose work often involves building and maintaining relationships, seeking and managing funding and resourcing, and identifying areas where research or evaluation is needed to contribute to the development or refinement of programmes

• Deeply embedded relationships, including formal agreements, which insulate science community engagement from the start/stop limitations of fixed-term contract funding and enable the work of science community engagement to continue even when key people move on

• Clear lines of sight to show how engagements with the education sector also contribute to the core business of the science community partners

• Practical structures that recognise and support the return benefits of engaging with the education community (e.g. methods for formally acknowledging the contributions of, and learning benefits accrued by, science community partners).

NZCER concludes that it is time to take a whole of system approach to future engagements, involving:

• Providing strategic leadership to support knowledge development, sharing and co-ordination of engagement initiatives

• Strengthening networks of science-connected teachers

14 • Strengthening networks of people working in intermediary roles across existing initiatives

• Ensuring equity of opportunity for all learners across all New Zealand schools

• Identifying a number of key socio-scientific issues that have relevance to whole communities across New Zealand—with adequate and secure funding, specialist science educators and scientists could work together to develop high-quality resources that could be adapted to suit specific communities

• Committing to, and resourcing, well-designed longitudinal research to evaluate the effectiveness of initiatives.

15 4 Existing Initiatives to Support Science Education in Schools

4.1 The National Context

4.1.1 STEM Subjects As part of its overall approach to economic development, the Government is increasing its investment in Science, Technology, Engineering and Mathematics (STEM) subjects at the tertiary level. It is also focusing on the schools sector as a way of stimulating greater demand – in recognition that there will only be sufficient students with the ability, interest and prior qualifications to succeed at STEM subjects at tertiary institutions if they receive a good grounding in science at school and there are clear pathways for them through the education system.

Over the last two to three years, the Government has introduced various initiatives at the secondary/tertiary interface to engage young people with science and technology careers and promote pathways through the education system. These include Youth Guarantee Networks, which facilitates linkages between schools, tertiary institutes and employers, especially for 16 to 19 year olds and Vocational Pathways, which identifies the NCEA qualifications students need for careers in different industry sectors.

The Government also seeking to provide better information to support students to make well informed decisions about their subject choices. Careers New Zealand and the Ministry of Business Innovation and Employment provide comprehensive information on their websites about the demand for and likely earning potential of employees in different occupations. These websites consistently rate engineering and ICT as among the top areas where students are likely to get jobs.

Employer organisations are also promoting science and technology careers in schools. These include the Institute of Professional Engineers (IPENZ) which funds FutureinTech – a successful initiative that provides information to students about careers in science and technology and supports “ambassadors” to visit schools to act as role models and talk about their careers with students.

4.1.2 National Science Challenges and Science and Society In May 2013 the Government announced the National Science Challenges. The Challenges are designed to take a more strategic approach to the Government's science investment by identifying a series of goals, which, if achieved, would have major and enduring benefits for New Zealand. The National Science Challenges Panel identified a specific leadership challenge to improve the understanding, skills and adoption of science and technology in New Zealand society.

In response to this challenge, in November 2013 the Minister of Science and Innovation and Minister of Education jointly announced the Science and Society project, an education-science sector plan to lift engagement and achievement in STEM subjects across New Zealand.

16 The Science and Society project is jointly organised by the Ministry of Business Innovation and Employment and the Ministry of Education. Its objectives are to:

• Increase the STEM skills of young people to meet the needs of 21st century life and the labour market

• Improve science literacy across the population.

The project is in its developmental stages. It has started with a stocktake of existing programs, and is developing a strategic plan and a list of key initiatives. A reference group of experts has been established to advise officials and joint ministers on the draft project plan. The Prime Minister’s Chief Science Advisor, Professor Sir Peter Gluckman, is chairing the reference group.

Early indications are the Project is likely to focus on scaling up initiatives to promote information on science and technology careers, such as FutureinTech, and on developing a national framework and approach to school science/community partnerships.

4.1.3 Science Education in Schools The quality of science in primary and secondary schools has come under renewed scrutiny as a result of the results of the Programme for International Student Assessment (PISA) released in December 2013. These results indicated a significant decline in New Zealand's educational performance relative to other countries. Compared to the 2009 results, the overall ranking for New Zealand's 15 year olds fell across the board, dropping from 7th to 13th in reading, 13th to 23rd in mathematics, and 7th to 18th in science. Shanghai, Singapore, and Hong Kong dominated the top three PISA positions respectively, lifting or maintaining their performance in reading, mathematics and science, while countries like Australia, Canada, Sweden and Finland also declined.

The PISA results reflect a drop in New Zealand's performance in mathematics and science which has been apparent for some years, and has also been reflected in other studies including the National Education Monitoring Project and the Trends In International Mathematics and Science Studies.

In responding to the PISA results, the Minister of Education emphasised the significance of the challenge involved in turning the figures around and the importance of high quality teaching. She also drew attention to recent Government initiatives to address achievements in science and mathematics education, including

• $7 million over four years in programmes to raise student achievement in maths through up-skilling teachers.

• $3 million over the next two years to boost learning and teacher support across the science curriculum

17 • $0.5 million for the development of more than 60 science learning resources to assist teachers in encouraging more young New Zealanders to succeed in science.

The Ministry of Education has initiated a work programme on science education including:

• The establishment of up to seven new Learning and Change Networks with a dedicated science focus.6 The Learning and Change Networks will involve up to 70 schools (primary and secondary), and will encourage leaders, parents, whānau and iwi to work together to identify what their students need to improve their achievement. Each network will identify a student achievement challenge in relation to science, and will be supported by the Ministry of Education to meet that challenge

• Funding a science co-ordinator based at Otago University responsible for facilitating schools science community engagement including trialling different approaches

• Developing and publishing a range of the science learning resources at scienceonline.tki.org.nz.

• Commissioning research on digital technologies and future- oriented science education and on school/science community partnerships (the NZCER research referenced in Section 3.4 of this report). Key findings from this research are available to support teachers via scienceonline.tki.org.nz.

Professional development for secondary science teachers continues to be a significant focus of professional associations (for example those representing physics, chemistry and biology teachers, organised under the umbrella of the Association of Science Educators). These associations provide a mechanism for science teachers to build collaborative networks and keep abreast of the latest developments in science education.

4.2 Existing School/Science Community Engagement Initiatives – Illustrative Examples This section summarises a sample of existing science community initiatives to support science education, using the framework developed by NZCER (see Section 3.3 above). The examples quoted are drawn from sources such as the case studies in the NZCER report Strengthening Engagements Between Schools and the Science Community (2014), websites and suggestions made by those interviewed in this study.

4.2.1 One off Events and Ongoing work with Schools

One off events can include events such as regional science fairs (often sponsored by employers), interactive days and longer programmes that involve

6 Announced by the Minister of Education in February 2014.

18 students in hands on activities. Many EOTC providers such as museums, zoos, the Department of Conservation etc. are involved in delivering programmes to support teachers who bring students to visit their site.

According to NZCER, initiatives that involve the science community and schools engaging on an ongoing basis are less common than one off initiatives. Where this does occur it is often based around environmental education e.g. collaborative projects on sustainable water and clearing up streams.

A different kind of ongoing relationship (used by several of the Hutt schools in this study) is that provided by the Āwhina whānau at Victoria University which has been running outreach activities including mentoring Maori and Pacific secondary students for many years.

Some initiatives aim to support both ongoing relationships with schools as well as providing short term opportunities for students to engage with science.

• The Liggins Education Network for Science (LENScience) is based within the Liggins Institute at the University of Auckland. Its vision is “bringing schools and scientists together to promote scientific literacy”. LENScience employs specialist science educators and uses a variety of ways to connect secondary students with science. These include face- to-face sessions at a specialist classroom, the provision of classroom resources that present “cutting edge” research and are accessible to students and e-learning interactions. The Māori and Pasifika initiative within LENScience includes a student–scientist mentor programme for gifted and talented students, opportunities for students and scientists to co-host community events, and a school-to-university transition programme. LENScience also provides a range of professional learning and development opportunities for teachers.

• The Otago University Advanced School Science Academy www.ouassa.otago.ac.nz recruits 50 potentially high-achieving Year 13 High School students from rural/provincial, small, or lower decile schools across New Zealand. Its goal is to enhance their ability to excel in their final year of science through a range of projects, seminars and workshops. Students attend two week-long residential science camps (Jan & July) and participate in a “Virtual Academy” offering on-line tutorials and web-based curriculum support throughout the year. Teacher Professional Development is a key focus and involves two 3-day workshops and a monthly on-line teacher forum.

• Health Science Academies are designed to provide pathways for senior secondary Māori and Pasifika students into the health workforce in Counties Manukau and South Auckland. The programme is currently operating in three secondary schools. Students are invited to apply for entry to the Health Science Academies during Year 10. The aim is to support students to gain entry to tertiary-level sciences. Those selected participate in a specifically designed science-based academic programme that is supported by after-school tutorials and free resources.

19 There is also a focus on providing students with career information and opportunities to visit a range of health providers. A high level of family support for students who are selected for the health science academies is also expected.

• GNS Science has developed highly regarded curriculum resources and employs a teacher educator who works directly with schools and teachers. With support from the Todd Foundation and the National Aquarium in Napier, and advice from the Royal Society of New Zealand, GNS recently ran a 2-week “geocamp”. The programme was targeted at 10–13-year-olds in low-decile schools, their teachers and other science educators in the Hawke’s Bay. The camp involved hands-on field-based investigations and culminated in the “Dinosaurs and Disasters Expo” where students shared their new knowledge with the public.

• The new House of Science in Tauranga (www.houseofscience.org.nz) based at the University of Waikato’s Coastal Marine Field Station is an example of a community science centre. The centre was established with a charitable trust and provides professional development for teachers as well as after school science sessions for students. Many local companies have supported the House of Science by sponsoring teaching resource kits for school science which cover themes in biology, chemistry, physics and food science.

4.2.2 Web-based initiatives The Science Learning Hub (funded by the Ministry of Business Innovation and Employment and managed by Waikato University) has been developed by educators in collaboration with scientists. It provides resources for teachers of Years 5–10 that explore current scientific research and are closely linked to The New Zealand Curriculum. This site also has stories and videos about working scientists that teachers can use directly as resources for student learning. Other organisations such as universities and subject associations also provide web-based content and units of work for teachers.

4.2.3 Initiatives that support teachers Teacher fellowships funded by the Government and administered by the Royal Society of New Zealand, provide opportunities for teachers to work in research organisations for two terms.

4.2.4 Student competitions, awards and incentives These do not always involve members of the science community directly but many provide ways in which science organisations can be involved through sponsorship and provision of resources.

The Royal Society offers a range of awards and competitions to support student participation and achievement in science and technology. Realise the Dream sponsored by Genesis Energy is a competition for secondary school students (Year 9 – Year 13) who have undertaken a piece of outstanding science research or technological development. Crest is an international awards

20 scheme to encourage students of all ages to become involved in science, technology and environmental studies. It provides a model for students to work with consultants or mentors outside school.

The Royal Society also offers a range of more general information on its website on funds for students and schools.

Some scholarships are not provided just for science programmes, but may be used by students to pursue opportunities in science. For example the First Foundation www.firstfoundation.co.nz provides scholarships for low-income students to tertiary education. It recognises that many low-income students may not have role models or access to community networks and that financial assistance is just one part of the “overall package” of assistance they may need. It therefore provides a comprehensive programme based on payment of fees, support and guidance (especially in the months between school and university) and paid work experience with local employers.

21 5 Secondary Education In Hutt City

5.1 The Schools Secondary education in Hutt City is provided in the following schools.7

Name Years Authority Gender Decile Roll8 Māori Pasifika

Raphael House Rudolf Steiner Area Composite (Year 1-15) Integrated Co-Ed 10 328 3% 1%

Taita College Secondary (Year 9-15) State Co-Ed 3 480 44% 30%

Naenae College Secondary (Year 9-15) State Co-Ed 2 767 31% 24%

St Bernard's College Secondary (Year 7-15) Integrated Boys 5 636 15% 19%

Hutt Valley High Secondary (Year 9-15) State Co-Ed 8 1637 16% 7%

Sacred Heart College (Lower Hutt) Secondary (Year 9-15) Integrated Girls 7 833 15% 12%

Chilton St James Composite (Year 1-15) Private Girls 10 395 6% 3%

St Oran's College Secondary (Year 7-15) Integrated Girls 10 502 7% 2%

Wainuiomata High Secondary (Year 9-15) State Co-Ed 4 797 41% 14%

Wa Ora Montessori Composite (Year 1-15) Integrated Co-Ed 7 192 11% 3%

These schools span deciles 2 to 10 and their socio-economic profile and ethnic composition is broadly representative of New Zealand as a whole (the schools have a combined Māori roll of 21% and Pasifika roll of 12 %).

In terms of the diversity of their student population, schools in Hutt City can be seen as a microcosm of New Zealand as a whole. As a result some of those interviewed for this study considered that education initiatives in Hutt City would provide valuable lessons for the rest of New Zealand because “if it can work in Hutt City it can work anywhere”.

5.2 Education Initiative for 16 to 19 year olds In March 2014, Mayor Ray Wallace invited principals and Board Chairs from Hutt City secondary schools to a meeting of educators and community representatives

…to explore the potential for developing partnerships or networks of educational provision in Hutt City aimed at extending the range of learning opportunities available to 16 – 19 year-olds in the first instance. These partnerships would involve collaboration between different providers - schools, private training establishments and polytechnics.

The meeting was supported by the Ministry of Education as part of the Government’s Youth Guarantee policy, which aims to guarantee young people a foundation qualification - NCEA Level 2. Achieving this will allow them to

7 Education Counts, May 2014 8 This figure is for the total roll of students attending the school – in the case of the composite schools it includes a proportion of students who are not secondary students.

22 progress to further education or training. Background material about Youth Guarantee used at the meeting is attached at Annex C.

The group is advancing joint work on education provision in Hutt City. In the short term it has initiated work in four strands:

• Compiling an inventory of education services in Hutt City – offered by schools, PTEs (Private Training Establishments) and ITPs (Institutes of Technology and Polytechnics)

• Promoting and implementing Vocational Pathways in Hutt City - guidance to students and education providers about which qualifications will lead to careers in broad industry sectors

• Ensuring that every school adapts part of their timetable to be common to all students - providing students with opportunities to undertake courses of study that are not offered at their school

• Scoping a Hutt City Careers Fair or Expo.

The point was made several times during the study that initiatives to support secondary science education could be run under the umbrella of this group – any new initiatives would require the support of school leaders and the group had “the right people at the table”. Science education could be a fifth strand of the work of the group or alternatively there could be a science component under each of the other strands.

23 6 Results from the Interviews

6.1 Interviews with Schools

6.1.1 Organisation of the Science Curriculum The schools interviewed in this study all provided a science curriculum with elements that broadly followed the NZCER “good practice” model summarized in Section 3.3.

• Years 7 and 8. The composite and State Integrated (special character) schools in the study provided education in Years 7 and 8, unlike the State schools where students started at Year 9, generally after attending intermediate schools. Those schools that did cater for years 7 and 8 commented on the benefits that students at this level received through having science taught by trained science teachers and good access to scientific equipment. The emphasis on these years was on exploration of scientific concepts and projects to engage students.

• Years 9 and 10. Many schools appeared to be giving significant priority to these years as there was a view that student engagement in science in Years 9 and 10 was crucial to retain students motivation and reduce the chances of them dropping out of science later. One school commented that most Government attention was focussed at Years 11 to 13 and as a result students in Years 9 and 10 were missing out. During these years, schools were focusing on projects to make science “real” to students (for example projects focused in the home and equipment used in everyday life). A couple of schools had previously used streaming and/or discipline specific teaching in Years 9 and 10 (physics, chemistry, biology etc.) but were now moving away from this approach as a more integrated project- based curriculum was seen as important to retain students’ enthusiasm.

• Years 11- 13. Most of the schools in the study made some form of NCEA science compulsory at Year 11.9 Many schools had monitored the retention of their senior students in science subjects (physics, chemistry and biology) in Years 12 to 13 to observe changes over time. In several schools the proportion of students of students studying science subjects in these years was over 50%. Schools reported that this percentage has been broadly static or increasing as students thought carefully about future opportunities and wanted to “keep their options open”.

6.1.2 Purposes of Science Education In line with the requirements of the New Zealand Curriculum, schools generally aimed to reflect the multiple purposes of science education though keeping the

9 There were a couple of exceptions to this. One school did not make science compulsory in Year 11 but recommended it and 90% of students in fact took some form of science. This school prided iteself in the range of different options it provided for Year 11 students to cater for their different interests and abilities. Another school made science compulsory but took the view that NCEA credits were not achievable for every student and used internal assessments for these students instead.

24 curriculum broad until Year 10 and providing opportunities for specialisation later. In most cases they did not draw a rigid distinction between the different purposes of science education – their emphasis was on keeping all students motivated and engaged regardless of their likely employment destinations.

Most schools had thought carefully about the range of science options they provided to respond to the different interests and abilities of students. Some schools (especially the smaller schools in the study) said that at times they were unable to offer some options because limited student numbers did not make them viable.

6.1.3 Strengths of Science Education According to the assessment of the principals, schools’ primary strength was the quality of their science teachers. This view was also supported by a number of external organisations interviewed in the course of the study who said that Hutt City was lucky in the quality of its teachers “we are fortunate to have so many teachers who are passionate about science and have the expertise to take [community] programmes”.

Some schools also commented favourably on community and parental support for science education, and the opportunity for learning opportunities outside the classroom.

6.1.4 Barriers to Student Progress Schools reported a range of barriers to student progress to higher levels of the science curriculum.

Some schools said that students were not always well prepared for science study by primary or intermediate schools. One school commented that the local intermediate school had “given up science teaching” and had donated its science equipment to the secondary school. Some of the secondary schools in the study schools were providing opportunities to intermediate schools to use their laboratories and others expressed a willingness to do so. Overall, schools felt it was hard to re-engage students at secondary school if their enthusiasm for science had already been lost.

Other barriers included lack of understanding about science in students’ home environments and competing pressures that students faced from areas such as sport and the performing arts. A few commented that the demands of NCEA, especially the literacy requirements, made science too hard for some students and that the way that NCEA Level 1 achievement standards were specified did not always give students the opportunity to study the areas of science that most interested them.

One school felt that they could do more to emphasise to students the implications of their subject choices, with the aim of supporting students to study science at higher levels when this was a pre-requisite for future career opportunities.

25 A few schools commented on the cost of science equipment and the fact that schools wanted to provide the best opportunities for their students but were unable to afford the kind of “modern equipment used in the workplace”.

Some schools commented on the effectiveness of scholarships and awards and said that these were generally targeted at students who were already well motivated and likely to succeed “more needs to be done to support those who have the potential but otherwise won’t make it”.

Despite the range of factors limiting students’ progress, most schools expressed a strong commitment to addressing the barriers they had identified and considered it was part of their responsibility to give every student the best possible opportunity to succeed in science.

6.1.5 Careers Information and Guidance Most schools said that they received a “wealth of information” about careers opportunities and tertiary study, although they did comment that local examples and role models would be useful to help support student choices. As might be expected, most of this information was provided to students by careers staff rather than science teachers.

Schools expressed a high level of support for the FutureInTech programme and its role in helping to inform students about different careers in science and technology.

Some of the smaller schools in the study felt that their size was a strength when it came to providing careers advice “because we know all of our students individually”. One school had introduced a programme where every student was invited to develop a learning programme identifying their aspirations for careers and tertiary study, with the aim that over time this could be used as the basis for planning curriculum choices and providing work experience opportunities for students.

6.1.6 Professional Relationships and Networks with Other Schools Many science teachers had professional relationships with their counterparts in other schools, for example to borrow science equipment, help with NCEA moderation etc. Subject associations also facilitated professional relationships (for example between physics, chemistry and biology teachers). Many teachers had also participated in professional development organised by Victoria University. One school reported that they were taking part in a science learning network facilitated by the Ministry of Education.

Despite these relationships, there was little in the way of formal cluster arrangements between Lower Hutt schools to provide science education. Several schools said that this had been attempted in the past but had “fallen by the wayside” because of timetabling constraints and lack of time to organise joint activities.

26 6.1.7 Existing Engagements with Science Organisations Schools reported a wide range of engagements with local science organisations, including participation in GNS open days, involvement in Wellington based EOTC experiences (Te Papa, the Zoo, Karori Wildlife Sanctuary etc.) and participation in local events such Café Scientifique discussions at the Dowse.

The primary purpose of the engagements was seen as to engage and enthuse students about science and “help them to see scientists at work”.

Several schools had also participated in mentoring programmes such as the Āwhina whānau programme for Maori and Pacific students provided by Victoria University and were able to point to specific improvements in students’ engagement and achievement in science as a result.

Schools commented that:

• A range of good things were already happening in the area of school/science community initiatives – schools appreciated the involvement of local employers and organisations such as Hutt Rotary and said it would be important for anything new to build on existing programmes.

• It took a lot of work to organise external visits – consent forms, transport etc. which science teachers found difficult to do “on top of their day jobs”

• The cost of visits was an issue for some students. Typical costs were about $20 to $30 per student per visit, primarily spent on transport costs

• Schools struggled to know what opportunities employers (especially smaller employers) were willing to provide, especially in areas such as trades and manufacturing. At times it was hard to track down the right people in workplaces to arrange visits, with one school commenting that “it depends on who answers the phone”

• Schools had considerable success with speakers visiting schools to talk about their careers but these needed to be pitched at the right level to engage students and should ideally be integrated with the science curriculum. The interests of junior students were different from those of senior students who were actively engaging with study options and the day to day life of people working in different careers

• It was important for any initiatives to be sustainable - some employers had previously provided mentoring schemes that they had subsequently withdrawn from because of organisational or staffing changes, which had caused difficulties for students.

27 6.2 Interviews with Science Organisations

6.2.1 Recruitment Issues The employers interviewed for this study had a range of recruitment needs

• Science research organisations10 recruited primarily at PhD, Masters or Bachelors level (often internationally) and employed very few people directly from school. In general these employers considered that New Zealand produced very good science graduates but that “there weren’t enough of them”.

• Many science employers did not see a direct relationship between their school science engagement activities and their recruitment needs. They saw school science engagement as important to raise community awareness and interest in science as well as to encourage young people to consider careers in science (not necessary within their own organisations).

• Larger employers (e.g. HVHB) who employed at a variety of levels were keen to be involved in initiatives to encourage students to follow careers in Hutt Valley. These employers did not draw a distinction between Lower Hutt and Upper Hutt schools and would prefer to be involved in initiatives involving all schools in Hutt Valley.

• Employers involved in the “Technology Valley” initiative thought there was a need to get better information on “what employers want” and what would encourage them to locate in Lower Hutt (including possible links with secondary schools).

• Some employers such as Callaghan Innovation and HVHB provided summer work for tertiary students and used these placements to identify a pool of potential recruits.

• Employers commented that in areas such as ICT it was often hard to compete with salaries and opportunities in Wellington – some movement was inevitable but more could be done to promote the positive benefits of careers in Lower Hutt.

6.2.2 Readiness of School Leavers for Careers in Science and Technology Employers and tertiary providers commented that schools generally provided good quality science education, but that the NCEA system meant that it was possible for students to acquire science credits in a way that did not lead to coherent qualifications or meet all the requirements for entry to tertiary level programmes in science and engineering. As a result tertiary institutions needed to provide bridging programmes for some students. The funding arrangements

10 Because this study involved primarily science based organisations it did not provide good coverage of the views of employers (for example in trades and manufacturing) who employed school leavers directly.

28 for these programmes needed to be considered as well as better mechanisms for tertiary providers to signal their requirements to schools.

Some employers thought that the school system did not provide enough basic knowledge for school leavers wishing to follow particular careers (e.g. knowledge of human anatomy for health related careers).

One interviewee emphasised that “people come into science in different ways” and thought that the most important role for schools was to teach students how to engage in science enquiry, for example through the Nature of Science strand in the New Zealand Curriculum.

6.2.3 Existing Engagements with Secondary Schools The employers interviewed for this study were keen to be involved with education and saw this as an opportunity to share their enthusiasm about science and make a positive contribution to the community.

Employers varied in the extent to which they were currently engaged with secondary schools, and whether this was something they did proactively or in response to requests from students or teachers. When they did engage in school initiatives proactively (for example GNS’s education programme) this often had a national reach rather than being restricted to Lower Hutt.

Employers commented that it was not always easy to dedicate resourcing to science education as this was not something central to their core purpose. Where this did happen it was usually because of the personal leadership and commitment of key individuals.

Tertiary organisations had a wide network of relationships with employers which they suggested in some cases could be extended to provide opportunities to school students. Tertiary organisations commented on the potential of the Youth Guarantee Networks and Trades Academies co-ordinated by the Ministry of Education to facilitate better linkages with employers.

Tertiary organisations also volunteered that they were willing to enrol secondary students on degree level programmes while at school, subject to appropriate funding arrangements.

6.3 Possible initiatives to Support Science Education Without exception those interviewed were positive about the Council initiative and its interest in science. Both schools and teachers put forward a range of ideas for how the Council could support science education, which are summarised in the table below.

While some of the initiatives identified have financial implications, resourcing did not appear to be the primary driver for many of those interviewed. Many people thought that the Council should focus on its unique role in the community to promote science careers, facilitate networks, broker services and provide community facilities.

29

The initiatives set out in the following table are not mutually exclusive and some of them could be readily combined with others.

30 Table – Possible Initiatives to Support Secondary Science Education

Initiative Comment Resourcing Implications 1. Register of local Would require surveying local Low – could be done part time employers indicating employers and ongoing by an administrator or in their willingness to be maintenance/updating of the conjunction with an existing role. involved with schools register. (EOTC visits, mentoring, Could be done in consultation cadetships and work with tertiary providers (e.g. opportunities etc.) Weltec) who already have good employer networks. 2. Publicity material While there is considerable Medium - employers or tertiary about young local publicity material nationally this providers would probably scientists and their does not have a Hutt City theme. support in-kind (e.g. Open career pathways Consistent with Mayoral group’s Polytechnic could provide (websites, video, focus on implementing expertise in making videos). posters, community Vocational Pathways locally Could use Hutt City’s own newspapers etc.) website and other communications channels. 3. Pool of speakers to Similar to FutureinTech scheme Low – scientists would probably visit schools to talk – could work with FutureinTech do this on a voluntary basis or about their careers in its design. would be funded by their Would need to ensure speakers employers. Some assistance were able to pitch their talks at with travel costs might be the right level for secondary needed. students. 4. Science Fair/Science Could either have a specific Medium to high – significant Careers Expo and science and technology theme organisation would be required Science Teacher or be part of a wider event. on a one off or annual basis. Convention Could be combined with a Hutt Local employers would be likely City professional development to contribute through day for science teachers sponsorship. Consistent with Mayoral group’s focus. 5. Travel costs for Identified by some schools as a Low to medium – direct costs EOTC visits barrier. Could either unlikely to be significant subsidise/provide travel for all depending on extent of targeting, students or target on the basis of some administration would be need. required.

31 Initiative Comment Resourcing Implications 6. Facilitating access to Identified by some schools on Low to medium – depending on employers’ laboratories the grounds they cannot meet extent to which employers the capital cost of modern charge for laboratory use. equipment. Could be problematic in the case of high tech employers because of health and safety considerations. 7. Library of science Identified by some schools for Medium - depending on the cost equipment the same reason as 6. of the equipment. Would require initial capital costs and ongoing maintenance and administration. 8. Establishment of a Would achieve the same High – likely to cost several science centre including purpose as 6 and 7. To ensure it million to establish a purpose a laboratory for use by supports educational objectives, built centre. Costs would be less schools and the it could be combined effectively if it used existing facilities or was community with 9 and/or 10. included at the design stage with Has similarities to the House of other new facilities. Science in Tauranga (see Could be supported by a Section 4.2), which is also a charitable trust with contributions community science centre and from employers. should be investigated in more detail if this option is supported. 9. Employment of a Hutt Reflects research findings that Medium to high – total City science effective partnerships require employment costs of up to coordinator/educator “intermediaries” to work with $100K per year for a full time employers and schools. position Existing successful initiatives (e.g. LENScience and GNS) all employ science educators. Could be a secondment/ professional development opportunity for a Hutt science teacher.

32 Initiative Comment Resourcing Implications 10. Joint professional Emphasis would be on sharing Medium to high. Could be development involving knowledge/networking and funded as part of the Ministry of science teachers in Hutt designing programmes across Education professional schools schools. Could be combined development programme and/or with 9 and/or 11. Subject establishment of Science associations likely to be Learning and Change Networks. involved. This possibility should be The existing Hutt Valley Primary explored with the Ministry. Science Education Network Teacher relief funding could be established with the Open necessary to support teachers’ Polytechnic could be expanded attendance on professional to include secondary teachers development programmes. and form the basis of a local cluster. Recognises that teacher professional development is usually a necessary component of new initiatives. 11. Development of Would be a collaborative effort Medium. Significant science curriculum between teachers and scientists time/resourcing commitment resource(s) perhaps (similar to GNS’s existing from both teachers and focusing on unique Hutt successful resources). Could be scientists to develop resources. context – river combined successfully with 9 or Could be supported by a cleanliness, fault-line 10. dedicated science co- etc. ordinator/educator.

12. Teacher fellowships Similar to Royal Society Low to high, depending on for teachers to work with scholarships but with a specific number and duration of local employers Hutt theme. Could either fellowships. Existing Royal support Hutt teachers to Society fellowships are for two undertake Royal Society terms at a cost of about $40K fellowships or establish a local each. scheme, perhaps with shorter fellowships. A potential disadvantage is that leading teachers would be away from their classrooms for a period and would thus be unavailable to support other initiatives.

33 Initiative Comment Resourcing Implications 13. Student awards or Multiple options exist depending Low to high, depending on scholarships on the year level(s), purpose of number and monetary value of the award and whether it is scholarships etc. The First targeted at high achievers or to Foundation pays tertiary fee address barriers faced by costs and support and mentoring disadvantaged students. during the period between The First Foundation model (see school and tertiary study. Section 4.2) is for tertiary not Administration costs are high secondary study but students (typically about 30% of total would be selected at school and funding). Some schools said it could be a mechanism to keep they could help with selection students connected with Hutt which would reduce costs. City through summer placements with employers.

34 7 Conclusions and Recommendations

The research summarised in this report, national and local developments elsewhere and interviews with schools and employers suggest the Council should focus on initiatives to support science education that:

• Are specifically designed to support teaching and learning – driven by the needs of schools and the New Zealand curriculum

• Involve collaboration between schools and the science community, including the input of science educators

• Include teacher professional development as an important component

• Are sustainable over time and have sufficient structure and organisation to be not solely dependent on the enthusiasm and personal time commitment of individuals

• Focus on the value that the Council can add through its unique role in the community (promoting science, brokering services, providing community facilities etc.)

• Provide a range of different types of support to students – recognising that the needs of students differ at different stages of their schooling, and in terms of their motivations, interests and career aspirations

• Aim to complement national initiatives in science education, including the possible establishment of a national strategy for school/science community engagement

Initiatives suggested in the course of this study vary according to their cost, ease of implementation and the extent to which they are specific to Lower Hutt or potentially part of a wider national approach. As a result it is proposed that the Council take both a short and a long-term approach to implementing them.

Recommendations 1- 4 in the table in Section 6.3 are potential “quick wins” that would make a significant difference in the short term and are consistent with the Council’s other work and priorities under the “Technology Valley” Initiative. These initiatives are also consistent with the suggestions of the group of education leaders set up by the Mayor under the umbrella of Youth Guarantee, and could be referred to that group to progress as part of its work programme.

The other initiatives, such as the establishment of a science centre and employment of a science co-ordinator, while potentially very useful, are more expensive and would take longer to implement. To avoid “reinventing the wheel” these initiatives should ideally be progressed in the context of national developments such as the Science and Society Project and the establishment of Science Learning and Change Networks.

35 It is recommended therefore that the Council should discuss how best to progress these wider initiatives with the Ministry of Education. One possibility is that Lower Hutt could be an “early adopter” of such initiatives nationally, perhaps with support and funding provided by the Ministry of Education, and with Lower Hutt contributing its knowledge and experience to inform developments in other parts of New Zealand.

7.1 Recommendations 1. In the short term, the Council should consider implementing the following initiatives to support science education in secondary schools:

• Developing a register of local employers indicating their willingness to be involved with schools

• Developing publicity material about young local scientists and their career pathways

• Developing a pool of local scientists to visit schools to talk about their careers

• Hosting a science fair and convention involving local employers and science teachers in Hutt City.

2. The Council should refer the suggestions above to the group of Education leaders set up by the Mayor under the umbrella of Youth Guarantee to advise on and progress as part of its work programme.

3. The Council should discuss the following initiatives with the Ministry of Education, with the objective of implementing them as part of a national strategy for science education

• Supporting travel costs and access to science equipment

• Establishing a science centre for use by schools and the community

• Employment of a science co-ordinator/educator

• Establishing a cluster of science teachers and providing joint professional development

• Supporting teacher fellowships

• Supporting student awards and scholarships

4. The Council should explore the possibility of becoming an “early adopter” of national initiatives, with support and funding provided by the Ministry of Education, and with Hutt City contributing its knowledge and experience to inform developments in other parts of New Zealand.

36 Annex A – Interview Questions

Questions for Schools (Principals and Science Teachers)

1) Can you describe how the science curriculum is delivered in your school? What options do you provide at different curriculum levels?

2) Science education in secondary schools is generally seen as having two purposes – to prepare students for future careers in science and technology, and to develop scientific literacy in all students. How well is your school meeting the needs of each of these groups of students?

3) What are the strengths of science education in your school?

4) What barriers/constraints do your students face in progressing to higher levels of the science curriculum?

5) Can you describe how careers information and guidance is provided in your school? What issues do you face in providing high quality information for your students about different careers in science and technology?

6) Does your school have professional linkages/networks in science education with other schools in Hutt City? If so can you describe these networks in more detail, including how useful you find them?

7) Hutt City is home to a number of science and technology employers (e.g. GNS Science, Callaghan Innovation, Hutt Valley District Health Board) and has a strong science community. Does your school have any linkages/networks with the local science community? If so what is the purpose of these networks and how successful are they? How could the science community best get involved in science education in your schools?

8) If there was one thing that could improve science education in your school what would it be?

9) What actions could Hutt City Council take to support you?

Questions for Employers and Tertiary Institutions

1) Can you describe your recruitment needs for employees with qualifications in science and technology? What issues do you face in recruiting for these roles?

2) What are the science skills and knowledge that you expect the school system to provide? How prepared are school leavers for further study or careers in science and technology?

3) Do you have existing linkages/networks with local secondary schools (e.g. work or tertiary based training placements, mentoring, provision of curriculum resources and support, careers information, scholarships)? If

37 so, what is the background to these initiatives, what purpose(s) are they seeking to achieve and how successful are they?

4) What is the future potential for school/science community engagement initiatives in Hutt City? What factors would contribute to their success and sustainability?

5) Do you see a potential role for Hutt City Council in supporting schools to improve the quality of science education and/or facilitating school-science community partnerships? If so how could the Council best add value?

38 Annex B – People Interviewed In the Study

Dawn Ackroyd, St Oran’s College Maria Blackburn, Sacred Heart College Rob Deacon, Eurofin Des Darby, GNS Science Keith Deverall, St Oran’s College Elizabeth Eley, Ministry of Education Richard Evans, Hutt Valley High School Stefan Frick, Raphael House, Rudolf Steiner School Jan Gaffney and science teachers, Wa Ora Montessori School Stephanie Greaney, ERO Julia Hennessy, Weltec Brenton Higson and science teachers, St Bernard’s College Gareth Johnson, Naenae College Bill MacIntyre, University of Auckland Jessie McKenzie, Royal Society Pat Maloney, Taita College Graeme Marshall, Ministry of Education Richard Meylan, Royal Society John Murdoch, Taita College Lisl Prendergast, Sacred Heart College Caroline Seelig, Open Polytechnic Pen Shaw, Hutt Valley High School Russell Simpson, HVHB Ross Sinclair, Hutt Valley High School Richard Templer, Callaghan Innovation Tony Turnock, Ministry of Education Paripurna Verma, Wainuiomata College Beverley Wallis, Ministry of Education Acknowledgement Many thanks to all of those interviewed for their time, enthusiasm and commitment to science education. Thanks especially to Judy Randall from Hutt City Council who organised all the interviews so cheerfully and efficiently.

39 Annex C – Youth Guarantee Information for Mayoral Meeting

Mayoral Meeting – Hutt City 25 March 2014

The Youth Guarantee is a key Government initiative enabling all young people to achieve an NCEA Level 2 or equivalent qualification and progress to further education, training or work.

The strategies and programmes under Youth Guarantee focus on 16-19 yr olds and the interface between secondary schools, tertiary education and work.

The Youth Guarantee recognises that at a system level education has to fully develop all our people and not ‘sort’ them as was its job in the past.

Challenges

• Up to 70% of young people are NOT going to University and need clear pathways to further learning and employment – in Hutt City the rate is 71% and in the Wellington region it is 64%. • All young Māori and Pacific people need to remain in learning, at and beyond NCEA level 2 or equivalent. • More young people need to have the opportunity to make successful transitions to further education, training and employment. There are far too many leaving education at an early age. • The labour market needs better skilled and qualified people. • More options to learn and train need to be available – beyond the traditional school approach.

How can this be achieved?

• Understand the education profile in your communities – eg. this year, how many students achieved NCEA Level 2? How many tried but didn’t achieve? How many didn’t even enter? How many had left school already? Where did they go? What are these ones doing now? • Education and local economies need to be better aligned to ensure relevant skills are being developed to meet the needs of employers. • The quality and status of vocational programmes at Level 2 need to be improved. • The education sector, business, and communities need to discuss what opportunities are available for their youth and what skills these young people need to have. This can lead to discussions on how these requirements/needs can be built into learning programmes/study from an early age. • Communities and education providers must ensure learning aligns with the Vocational Pathways so young people are getting the basic foundation learning and skills valued by employers. • Students need to achieve NCEA Level 2 or equivalent. This is recognised as the minimum qualification for a decent future in a modern economy. Students can achieve NCEA Level 2 endorsed with a Vocational Pathway – this endorsement shows they have an understanding of a sector and they have achieved basic competencies:

40 literacy and numeracy, the ability to read and write clearly, to communicate effectively, to self- manage and participate in a team, to learn on the job and show respect to others, and problem solve.

Why are NCEA and the Vocational Pathways important?

NCEA Level 2 (or equivalent) is considered the minimum qualification young people need to have before they move on to further study, training or work.

Students can get NCEA Level 2 and a Vocational Pathway. This means they have an understanding and skills that relate to the [Vocational Pathways] sectors.

How can we work together?

• Youth Guarantee advisors can support regional efforts to brief and bring together education and community interests, to create a more relevant education so all students have better opportunities.

• Community and business input/demand can identify the learning, skills, qualifications, and training that employers value and the type of people they need.

• Together we can match economic need with education delivery and output so young people remain in education and have learning pathways to further training, study or employment.

• We can facilitate the design of relevant learning programmes so that students can study in a secondary school and/or tertiary location.

Why it is important communities and employers are involved?

Communities know what is best for them. Local government and business stakeholders can collaborate with education providers to develop better-prepared young people with the skills the local economy needs.

About the Youth Guarantee initiative

1. Youth Guarantee Programmes

Develop and facilitate collaboration among education, community and business stakeholders to develop better education/skills training options for their young people.

Work with schools and tertiary providers to identify young people who need additional support or resources to achieve NCEA Level 2 (or equivalent). With the Ministry’s support, education and communities can help more young people to achieve.

2. Vocational Pathways

The Vocational Pathways are a new tool that provide a framework for vocational options, support better programme design and careers advice, and improve the links between education and employment.

41 Students can work towards achieving NCEA level 2 and a Vocational Pathway award, which demonstrates their skills and knowledge as they relate to one of the six sectors.

Employers can use the pathways to identify a student’s interests, skills and achievements as they relate to their sector.

There are currently five pathways: Primary Industries, Service Industries, Social & Community Services, Manufacturing & Technology, and Construction & Infrastructure. A sixth pathway, Creative Industries, will be available from June 2014.

3. Secondary-Tertiary Partnerships

Feature a range of collaborative arrangements across the secondary-tertiary interface, local communities and employers so that education and communities work together to achieve better outcomes for all their young people.

An example: Trades Academies aim to engage young people in education and equip them with the vocational skills and training they need to gain future employment. Trades academies use the Vocational Pathways to deliver trades and technology programmes to secondary students based on partnerships between schools, tertiary institutions, industry training organisations, and employers. WelTec, Taratahi and The Correspondence School are the Wellington region providers.

4. “Fees-Free”

The Fees-Free scheme provides one year of full-time study at foundation level (Levels 1 and 2 of the National Qualifications Framework) for 16 - 24 year olds. In 2014, approximately 1,000 such places are available in the Wellington region. “Fees free” an important pathway for second-chance learners or those for whom secondary schooling hasn’t “worked” as they build a base from which they can tackle studies at Levels 4+. The government’s Better Public Services goals include 55% of 25 to 34 year-olds achieving a Level 4 qualification or better in 2017.

Links: • www.youthguarantee.net.nz – outlines the Vocational Pathways and other education initiatives • www.careers.net.nz – provides careers advice and information • http://www.dol.govt.nz/publications/lmr/occupational-outlook/ - shows where the demand for skills and job opportunities are • www.nzqa.govt.nz

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