NCEA Review Co-Lab shares ideas
A wide range of experiences and innovative solutions were shared and tested at an NCEA Review Co-Lab in Wellington recently (July 19), attended by 150 students, principals, teachers, employer and union representatives and others from the sector.
The full day collaborative workshop also involved members of the Ministry Advisory Group, led by Jeremy Baker, and wider reference and youth reference groups.
Ministry of Education Group Manager Secondary and Tertiary, Jackie Talbot, says the NCEA Review team was delighted with the level of engagement and the innovative solutions that user groups developed in mini co-labs and group report-backs.
“We wanted to give participants time and space to share experiences. We wanted their ideas on the challenges different user groups face, and how the qualification can be strengthened and improved. And I think we got that!”
The “tremendous” response so far includes 3,500 survey replies, almost 800 attendees at the leading conversations workshops around the country, 40,000 social media engagements, and 645 registering for the public workshops.
A further 150 in depth interviews have also been completed to build up persona stories, and 53 focus group sessions with target groups whose voices are often not heard through the education system.
The Government has indicated the deadline for on-line submissions will be extended to October 19.
“So New Zealand will have more time to tell us their ideas and experiences around NCEA.”
Jackie says the views and ideas from the Co-lab are being recorded and synthesised to be shared in a November report: “New Zealand Speaks”. The next stage, testing ideas and solutions, will happen through until February. Recommendations drawn up in April will be tested again with the sector.
“We’re only a quarter of a way through the process,” Jackie says.
Regional Engagement Teams including Kaiārahi, and MAG members, met on July 18 to undertake a regional round-up and reflect on the Ambassador Model and the regional engagement process to date.
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