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by four business mentors: Stephen Matheson, Laurence Peak, Jim Hazlett and Dan Batchelor. Mechanical Engineering teacher Gavin Love organised a number of field trips for his students throughout the year, with the boys visiting Auto Restorations, Hamilton Jet, Gough Group and Air New Zealand. Gavin also has links with light engineering, heavy engineering and agricultural equipment industries, with visits organised around production schedule deadlines. CATE Conference 2019 I enjoyed the interesting mix of workshops and presentations at the CATE (Careers and Transition Education) Conference in Napier in November, each reflecting the conference theme “Ripe for Change”. Education Minister Chris Hipkins discussed the School Leavers’ Toolkit and the Prime Minister’s Vocational Excellence Award; NZ Police Schools Programme lead Vinesh Sima talked about the constabulary recruitment partnership; Patu Aotearoa gym director Levi Armstrong explained why he developed the Patu programme and health indicator tool the “meke (wellbeing) meter”; and MyMahi marketing manager Mark Callagher presented an integrated approach to effective pathway planning supported by the MyMahi digital platform. Social researcher Mark McCrindle discussed emerging trends and social change, covering ideas young people will need to contend with, including technical change, demographic change, cultural diversity and generation shifts. Generation Y (25–39 years) and Gen Z (10–24 years) now make up half of those in the workplace. Gen Z are likely to have six careers and 18 jobs. Effective engagement sees Gen Z as being more visual than verbal – try it and see vs sit and listen, facilitator vs teacher, flexibility vs job security, participative vs authoritarian, learner centric vs curriculum centred, open book world vs closed book, glass and devices vs books and paper, co-creator vs doer.

Some of the fears young people have include having enough money to live, reaching their potential, being stuck in a job, making a difference, buying a home. We need to Encourage (give them hope and be positive), Equip (provide them with skills, connections, life skills), and Entrust (give them opportunities to learn and make mistakes) our students, and understand the collaborative style of leadership. All students need to have a Plan B for the future. Media Design School senior lecturer Fawad Zaidi linked the idea of people’s interests and technology together. He talked about jobs that have disappeared, and jobs that didn’t exist 20 or even five years ago. Humans are not replaceable. Computers are not creative, unpredictable, able to manage people, and stakeholders, or apply expertise. The top five hard skills needed in 2019 were cloud computing, artificial intelligence (AI), analytical reasoning, people management and UX Design. The top five soft skills were creativity, persuasion, collaboration, adaptability and time management. His advice was to look for markets in demand and used game design as an example. In 2018, just 15% of organisations used AI, by 2020 that would be 31%. Consumers don’t know when they are interacting with AI systems – 33% said they use AI, but in reality 77% do. The number of AI start-ups have increased significantly since 2000. Global spending is projected to surge to $7 billion by 2022, much more than the $2 billion spent in 2018. YEAR 13 LEAVERS As of November 2019, of boys leaving at the end of the year, 81% intend to study at tertiary institutions in 2020 and 19% intend to have a gap year or work. This includes apprenticeships and pre-trade courses. Of these, several may consider university or polytechnic study in 2021. The following percentages apply to those who will attend tertiary institutions in 2020 and their intended place of study.

38% University of Canterbury

30% University of Otago

11% University of Auckland

4% Lincoln University

4% Victoria University of Wellington

4% Ara Institute of Technology

3% Australian universities

2% USA

1% Massey University

1% Other providers

Of the 2019 leavers attending tertiary institutions in 2020, the following indicate their intended areas of study.

29% Commerce / Commerce and Law

15% Arts (BA) / Arts and Law

13% Science / Science and Law

12% Health Sciences

10% Engineering

4% Agriculture – BComAg / BAgSci / BAg / DipAg 4% Sport / Coaching / Management / Science 4% Design / Fine Arts / Product Design / Architecture

2% Criminal Justice

2% Aviation

1% Surveying

1% Music

1% Defence Forces

Chris Sellars Careers Advisor


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