Bridging Programmes

It is widely documented that the transition to tertiary providers is a significant period for all students (Ramsay, Luck, Walker, Wright). Ramsay and his colleagues (1996) conclude that secondary school leavers are ultimately plunged into an alien culture in which learning is less personal, more student-centred and exclusive.

Although the Mäori population has a younger age profile, over half of the number of Mäori students enrolled in tertiary education providers are over the age of 25 years (Ministry of Education, 1999). This indicates a tendency for Mäori to participate in tertiary education later in life, with fewer students taking a pathway directly from school (Ministry of Education, 1999, p. 32).

The needs of mature and adult students are quite different from Mäori students who move directly from secondary schooling into tertiary education. These needs must be accommodated by the provider accompanied by a move away from the perception of Mäori students as a homogenous group. The needs of Mäori students are complex and encompass the social, academic, economic, and cultural background of the student.

For many Mäori students, attending a tertiary provider may not be a family tradition. These students face a greater challenge of settling in and adjusting to the norms of tertiary environments without the added support of whänau who may have been in similar situations. Tied up with this is the fact that whänau support of any kind may have to now operate from a distance for those wishing to study outside of their home turf.

The success of students is linked to their understanding of the tertiary provider and how it works. McInnis, James and McNaught (in Ramsay et al, 1996) report that `having a clear understanding of academic expectations at university is an important element in successful academic adjustment' (p.48). Similarly, Luck (1998) reports that student learning is influenced by their preparation for university. Luck also concludes that the first year of tertiary education was a significant gatekeeper for the Australian indigenous student.

Research by Ramsay and colleagues (1996) found that students in their first year of study who had gained university entrance, were more concerned about time and study management, understanding the university's expectations of them, the adequacy of their pre-requisite knowledge and the overall transition to university. For the majority of students who withdrew from university, these were issues too strong to ignore.

To combat first year university blues, students felt several needs must be met. Of particular significance was the need for a more formal introduction to university study, and to their course in particular, with a session on study skills, time management and nature of commitment required for successful university study (Ramsay et al, 1996).

The establishment of a bridging programme within particular schools or faculties of tertiary providers is one way of providing realistic preparation to students. The increasing number of Mäori students returning to education after a substantial break also means that the specific academic needs of Mäori students according to their educational backgrounds must also be accommodated. Our research suggests that while the structure of bridging programmes differs from provider to provider there is one common goal, the preparation of students for tertiary life.

Case Study: Te Puna Wananga, Auckland College of Education.

Auckland College of Education recognises that there are a number of key ingredients to recruiting and retaining Mäori students. Key ingredients include the concept of turangawaewae and whanaungatanga. Central to the development of these key concepts is the role of Te Puna Wänanga.

Te Puna Wänanga is a self-managed sector of the provider: its primary focus is Mäori Education. Te Puna Wänanga staff facilitate the key activities in liaison with other key support services of the provider, for example, the Student Learning Unit, the College Kaumätua and Counsellor. Key activities already undertaken include shared lunches and hui amongst the various student groups to build whanaungatanga, the utilisation of the marae at all times to build the concept of turangawaewae, and cultural and sporting interactions across the campus.

Te Puna Wänanga also has a role to ensure the quality of te reo Mäori, tikanga Mäori and mätauranga in Mäori teacher education at the Auckland College of Education. It provides appropriate programmes designed to meet the needs of the mainstream and Mäori medium communities.

A one-year bridging programme was established in 1998 by the Te Puna Wänanga staff and programme leaders. Research and experience showed the programme must be founded on the following principles to achieve success.

The aims of the programme are:

• to bridge into further tertiary education, in particular Mäori medium teacher education
• to provide the range of skills necessary for survival and success in a tertiary provider
• to develop Mäori language competence and tikanga Mäori
• to provide a culturally safe and rewarding learning environment
• to develop the students own identity and self-worth
• to retain Mäori students in the institution.

There are three areas of study within the Te Reo Häpai Programme with allocated credits:

Te Reo me öna Tikanga (The Language, Values and Customs) = 80 credits:

• To strengthen and grow Mäori language competency so Mäori students can enter Mäori medium teacher education programmes. Language learning philosophies are based on Te Atärangi language learning methodology.

Te Rorohiko (Introduction to Communication and Information Technology) = 10 credits:

• Develops basic skills and techniques in computing and IT. Assists in development and growth as a life-long learner. Models Mäori philosophies and provides students with knowledge, linguistic and IT competence.

Nga Ähuatanga Ako (Learning to Learn in a Tertiary Provider) = 30 credits:

• Develops skills and techniques for autonomous learning, strengthens knowledge of Mäori medium NZCF documents and provides and opportunity to observe and participate in a variety of Mäori educational settings.

In addition to these three study areas, extra curricula activities include fieldtrips and noho marae (marae stays). These are compulsory for Mäori students to attend because of the importance of whakawhanaungatanga (growing and strengthening of relationships). Mäori students get the chance to learn about each other and themselves, the tikanga of the marae and how to interact in a social and cultural setting. The marae situation fosters relationships between Mäori students and pouako (Mäori staff). Students also attend the annual hui-ä-tau of Te Atärangi and develop close relationships with other groups who follow the same philosophy.

To complete the course each student must complete all academic module requirements with a `C' assessment or better, show an 80% or better attendance rate and participate in all internal and extra curricula study.

Upon successful completion of Te Reo Häpai students receive the necessary prerequisites to apply for the Bachelor of Education (Teaching): Huarahi Mäori degree. Additionally, Mäori students receive an Auckland College of Education Te Reo Mäori Certificate, at level 3 and 4 of the curriculum framework, which can provide entry to other tertiary providers.

Success of the programme is measured in a number of ways. The retention rate of Mäori students is around 80%. The majority of these Mäori students then move on to further tertiary study with approximately 60% going on to teacher education within the Auckland College of Education and the remaining 20% moving on to other tertiary providers. The retention rate of students who have successfully completed Te Reo Häpai and are now in the Bachelor of Education (Teaching): Huarahi Mäori degree is approximately 80%.

The performance indicators of the former Te Reo Häpai students in the various ACE programmes show competent, confident and successful students. Many of these students have taken on leadership roles in subsequent programmes. Mäori student evaluations also indicate success. Students identify the importance and desire for the Mäori language component and a true sense of identity and belonging. Some of the students who participate in Te Reo Häpai have tertiary qualifications but have little or no competency in te reo Mäori. Te Reo Häpai builds their Mäori language competency to assist Mäori students to move into bilingual or immersion Mäori teaching programmes, thus widening career opportunities.

Te Reo Häpai is viewed as a valuable and critical programme at the Auckland College of Education, particularly amongst the recruitment arm of the College and those involved in the Bachelor of Education programme. Staff from the B Ed programme contribute time in lectures to Te Reo Häpai and the Student Learning Unit provides individual or group support to Mäori students and staff with regards to academic literacy and personal advice. These are valuable resources that are just part of the wider support collective.

Case Study: Te Tari Awhina (Student Services), Auckland University of Technology.

Te Tari Awhina, the Student Services Division of the Auckland University of Technology, has recently implemented a learning programme to introduce students to university study. The KEYS (Keep Enhancing Your Success) programme began at the beginning of the 2001 academic year and was initiated by the Student Services Division Manager who had come across a similar programme elsewhere. The Faculty of Health has picked up the KEYS programme as part of its Bridging Education service.

A sum of money is transferred to Te Tari Awhina from the Faculty of Health, calculated on the number of Equivalent Full Time Students (EFTS) that utilise the KEYS progamme. The KEYS programme is free to all students studying at the Auckland University of Technology. Although it has no course credits, it appears on the student's academic record.

The KEYS programme is delivered by the eight lecturers within Te Tari Awhina. Te Tari Awhina is also responsible for programme development, evaluations, the booking of venues and taking registrations from students. Although affiliated to the Faculty of Health, Te Tari Awhina has a high degree of autonomy over the KEYS programme.

Aims of the KEYS programme are to:

• empower students to get through their course of study
• develop the skills of the students and increase their confidence
• introduce students to Te Tari Awhina and the services they offer
• put a face to Te Tari Awhina.

Students are offered a choice of sessions to attend. Weekend sessions are held for students who have a busy timetable or other commitments. These sessions are held on various weekends throughout the year and run on Friday afternoons and most of Saturday. Students may also attend sessions during the week for two hours. These sessions are held on various weeks throughout the year and students have a choice of three days to attend. Each day the session is held at a different time slot.

The importance of providing choice for students is to increase the ability of students to attend the programme. To achieve maximum participation the programme must be convenient and offer a degree of choice.

The KEYS programme is run in two streams.

Keys to Study Success:

• critical thinking
• academic theories of learning
• reading academic texts
• taking and making useful notes
• memory techniques
• planning assignments
• technicalities of writing
• writing practice
• test and examination skills
• time management.

Keys to Academic English Success:

• oral skills
• vocabulary development
• plain English
• cultural influences in academic teaching and learning
• grammar
• writing skills
• writing practice
• conversation practice
• formal and informal language.

The two streams are run on different timetables to allow students to attend both if needed. So far it appears the KEYS to Academic English Success stream is mainly being attended by students with English as a second language.

The first lecture of the Academic English Success stream is focused on Mäori society and tikanga and the second lecture looks at cultural influences in the classroom. It is important to Te Tari Awhina that the indigenous context is introduced early on in the programme. Feedback already suggests that these sessions are well received by English speakers of other languages (ESOL) students.

It is compulsory for Mäori students who receive a scholarship under the Community Partnerships programme to attend the KEYS programme. Te Tari Awhina places significance on assessing the academic and study skills needs of students at an early stage to increase their ability to succeed. Often these students are first generation tertiary students with limited experience in the skills required for tertiary study. Scholarship students who are Mäori are viewed as an important investment who require time and additional support for maximum success.

In addition to the KEYS programme, Te Tari Awhina and more specifically the Mäori Co-ordinator, will be running an Early Intervention Assessment programme in 2001. Time slots have been allocated on Monday mornings solely for Mäori students to meet with the Mäori Co-ordinator. The aim of this programme is to assess the individual needs of Mäori students and provide on-going support.

Although evaluations of both programmes have not yet occurred, the key to their success may lie in the on-going and continuous support approach.