Careers system provision in Southland Murihiku recommendations

The RSLG welcomes training providers, industry and kaimahi (employees) to use this information to make informed decisions around training pathways and skills attainment.

• Ensure clear, connected and accessible pathways are available that support rakatahi and enable their aspirations, to ensure no one is left behind.
• Enable skills mapping to support transition into, and clear pathways through, all Southland Murihiku spotlighted and emerging sectors (see table on page 5 for specific breakdown).
• Include future-focused industry options (for example, aquaculture and hydrogen) as part of in-school teaching and career discussions to encourage interest in emerging industries, and support regional retention. This is currently under discussion within Murihiku Regeneration/Ministry of Education in respect to hydrogen, with potential to connect into existing programmes.
• Promote Southland Murihiku as a viable career location for rakatahi by actively recognising, promoting, and enabling regional-specific learning opportunities across all schools and school levels in the region. Continue industry awareness-raising opportunities such as those offered through Southland Youth Futures.
• Include a specific focus on the needs of rakatahi Māori, to encourage career entry into higher pay, higher skilled roles, and into traditionally under-represented professions for example, healthcare. This is currently under discussion with Te Whatu Ora as part of their development of a Māori recruitment strategy in health.
• Acknowledge career pathways for professions/professional services connected to emerging industries (for example, human resources, law, planning etc).
• Introduce and support industry/education partnerships as a pathway into careers and vocational education, to encourage in-school retention. Embed within the curriculum as a scaffolded educational opportunity, including in a non-Gateway delivery model for example, SOREC Academy. This is currently under discussion with Hanga-Aro-Rau and Waihanga Ara Rau.
• Include the voices of industry leaders in the careers system to challenge workplace perceptions, actively foster positive industry/education partnerships, and vocational education design and assessment.
• Support careers awareness and the need for soft/employability skills by embedding across all stages of a young person’s education (for example, not just towards the end of secondary school education).
• Resource industry/education partnerships as a pathway into vocational education.
• Continue to work specifically with secondary education providers in the development and implementation of careers system-specific advice.
• Continue to ensure the youth voice/feedback is included in any review of careers system advice, to ensure the system is fit-for-purpose to meet the needs of the primary user.

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