The report focuses on good practice and showcases 10 secondary schools with high quality careers education. It identifies factors that contribute to high quality careers education and guidance in New Zealand secondary schools.
Methodology
The evaluation is based on information collected in Term 3, 2014 in 10 schools. Schools selected for this evaluation were identified by ERO and/or Careers New Zealand as those demonstrating good practice in careers education and guidance. Some were identified through ERO’s 2012 evaluation of careers education and Careers New Zealand had been working closely with others. These schools had high levels of student achievement and engagement.
During their school visits, reviewers identified effective practices based on ERO’s careers education and guidance indicators (see Appendix 5) and findings of earlier ERO reports. Further details about the methodology are in Appendix 6.
Schools included
Seven schools were co-educational, two were girls’ schools and one was a boys’ school. Eight were in main urban areas – five were large and three were middle-sized schools. The two schools in provincial centres were small and had a high percentage of Māori students.
The schools included were:
• Hutt Valley High School
• Kelston Girls’ College
• Lynfield College
• Makoura College
• Massey High School
• Nelson College
• Otumoetai College
• Waimea College
• Wairoa College
• Wellington East Girls’ College.
Acknowledgements
ERO would like to thank students, teachers and leaders at the 10 schools who made the time to talk to and share their programmes and practices with ERO reviewers.
Key Results
Careers New Zealand’s Benchmarks and ERO’s previous evaluation of careers education (see Appendix 4) indicate that a well-designed, whole-school approach to careers education and guidance includes:
• understanding careers education and guidance as an integral part of preparing students for life beyond school
• detailed planning to develop careers education and guidance programmes, including professional development for staff
• designing specific careers education and guidance programmes across year levels and subject areas
• providing targeted careers education and guidance for key groups
• providing careers education and guidance as part of pastoral support and academic counselling
• identifying outcomes for students
• reviewing coverage, quality and outcomes of careers education and guidance.
This report is structured around these seven aspects, with a final section on working with Careers New Zealand staff and using their Benchmarks. Each section starts with a summary of the main features which is followed by examples of good practice that illustrate key points.