It might seem somewhat melodramatic to headline a newspaper story with “students who are expelled die earlier!” But Simon Collins (NZ Herald, 12 -14 November) in his excellent series in which he details the consequences for students who not receive the kind of attention they they need in conventional schools backs this claim up with much sound evidence. It’s real and it’s serious. The consequences of exclusion should be seriously troubling for a community that would like to think that it has a schooling system based on equity and an even-handed approach to meeting student needs.
The act of expelling of a student from a school is seldom a clear-cut issue and generally the school thinks long and hard about both the school and the student in making such a decision. The BOT knows in their hearts that expulsion can be the start of a journey that ends on the cold couch of the NEETs.
But there are pathways for students who incur the wrath of a Board of Trustees. Since 2010 the Manukau Institute of Technology (MIT) has been offering students facing the wall of failure in school a chance to head down a different pathway. It is the MIT Tertiary High School.
Students in Year 10 who are struggling or are unhappy in a school environment and quite oftenthose facing exclusion from their school are offerered a chance to enter a unique and special programme.. They are not being taken out of school, they will be in school but not at school because the entire programme is taught at the tertiary provider.
The students attend to strengthening their basic skills, the essential social, literacy, numeracy and digital skills. They are taught with a purpose and within an environment that is starting to be called “mandated engagement”. The requirements placed on the students are not simply optional extras – they are the essential sine qua non of being in the programme. Being involved, meeting requirements, and demonstrating the soft skills of punctuality, attendance, courtesy, and suchlike are expectatoins that are the foundations for future success.
Finding the pathway that will take them to higher qualifications is helped as they undertake four substantial short courses in different trades areas before they decide the trade or area that they will following. This develops a clear understanding that learning skills and developing knowledge in a specific area is purposeful and has a sense of direction. It also unleashes some of the power to learn that has been dampened by their experiences to date.
The MIT Tertiary High School set out to address issues of disengagement and with its focus on pathways and managed ransitions it creates a seamless progression NCEA and through professional and technical qualifications and into employment. The creation of a pathways that enables learners to have early asccess to applied vocational and technical learning provides hope to learners who once might have thought that they had reached the end of the road.