Making a place in the world: Experiences of those who took less conventional paths from school is the latest report from the NZCER longitudinal study Competent Learners that has followed young New Zealanders from their final months in early childhood education to age 26. This research aimed to find out how those who leave school early or take less conventional paths from school build their adult lives and find or make their place in the world.
Author(s): Karen Vaughan, Linda Bonne and Jan Eyre
How do people learn to become general practitioners, carpenters and engineering technicians? This report is based on the Knowing Practice project and explores practice-based learning and capability building across three different fields. It is co-published by NZCER and Ako Aotearoa.
Author(s): Andrew Kear, Karen Vaughan and Ben Gardiner
It’s a big deal to become an apprentice. You’ve decided you’d like to get trade qualified and your boss thinks you’re worth the time and effort. That’s why they signed you into a training agreement. While on the surface things might seem a little overwhelming, it’s not out of control. In fact it’s really under your control. So now is a good time for you to take charge of your apprenticeship because let’s face it – it’s your apprenticeship, your qualification and your career!
Author(s): Karen Vaughan, Ben Gardiner and Jan Eyre
This report discusses findings from the Transforming Industry-Led Assessment of On-Job Learning project. The project has been a collaboration between the New Zealand Council for Educational Research (NZCER) and the Building and Construction Industry Training Organisation (BCITO), funded by Ako Aotearoa. The project’s aim was to shed more light on systems of on-job assessment generally by focusing on one ITO specifically—the BCITO—and its improvements in organisational capability in order to improve outcomes for learners.
This report is concerned with the key transition support system of school-based career education. We argue that long-standing deficiencies in career education require a new framework to address young people’s needs. We discuss exploratory research with two schools on how career management competencies can be put into practice to provide this new framework. We suggest that career management competencies have the potential to be a transformative “core service” in career education. They can re-invigorate the direction of schools and sharpen the focus for the New Zealand Curriculum principles and vision of young people becoming confident, connected, actively involved lifelong learners.