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![]() Competition amongst Tertiary Educational providers is very strong. High employment rates, low enrolments and changes in TEC funding have made the field highly competitive. Having the right programmes that appeal to larger numbers of students is critical to maintaining economic sustainability. There are potential students out there, but many of the programmes available are not attractive to them. There is a real need to develop new and unique programmes to tap this potential. But many Tertiary Institutions do not have the in-house skills or resources to address the problem. Academic Programme Development is a specialised field requiring diverse skills in: Programme Assessment and Moderation Market Analysis Academic Strategic Planning Programme Writing and Facilitation Accreditation Planning and Development Programme Implementation and Evaluation.
For five years, as Director of Programme Development at Te Whare Wananga o Awanuiarangi (above) I was responsible for managing the organisation, facilitation and writing of all of the Wananga's academic programmes below the Postgraduate level (although I was also a member of the Postgraduate Committee, the Doctoral Committee and Academic Board). During that time, I helped to produce a large number of successful programmes - all emphasising their kaupapa Maori and tikanga foundations. Many of these programmes were delivered via mixed-media, that is, a combination of online tutorials, noho marae, and hands-on learning. For a broad overview of the issues confronting programme development in New Zealand click here . To view a list of Programme descriptions click here
Each and all of these programmes gave me important insights into the needs of Maori and minority students, and offered key insights into the kinds of programmes and pedagogies that can be successfully developed to cater for their needs. The completion rates of Maori students in these and other programmes at the Wananga varied between 90% and 95% - well in excess of Ministry of Education and TEC funding requirements. It is interesting to note also, that thhe programmes themselves were at a high academic level - with key bridging components to assist the transition of Maori back into the education system. The ability to link programmes and to scaffold academic and programme structures to support educational diversity and graduated academic development was a major component of our strategy. If you would like more information or background on the issues surrounding Programme Development in New Zealand click here . |
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