Careers system provision in Southland Murihiku recommendations
Alongside Regional Skills Leadership Group (RSLG) advice on Tertiary Education Provision in Southland, this advice on careers system provision was developed in close collaboration with our local stakeholders and partners.
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.