EC2 January 2015 by NZME.

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PRIMARY MAN DROUGHT WHY MORE MEN AREN’T TEACHING

HIGH DECILE DILEMMA POORER FAMILIES STRUGGLE TO KEEP UP

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HIGH DECILE DILEMMA

Parents are often put under stress when state schools ask for donations for school activities.

Pockets of poorer families in high decile areas struggle to keep up with “voluntary” donations. By Diana Clement

WHAT DOES A free education cost? A staggering $4325 a year on average if you’re the parent of a decile 10 secondary student. That includes voluntary donations, stationery, class fees, extracurricular activities, school trips and much more. It’s a struggle for many families who want the very best for their children. Some even struggle to buy basic school uniforms and risk their children being sat out of activities. The University of Otago’s Dr Ruth Gasson has conducted research about the costs associated with compulsory schooling and what effect families think costs have on school-based activities. At the time of publication only the initial results from the online survey were available, and the detailed statistical analysis had yet to be completed. None-the-less Dr Gasson found a number of recurring themes in the survey answers from 211 families nationwide. For example, pockets of poorer families in high decile school areas sometimes suffered more than students in lower decile schools. One decile 10 parent of primary aged students commented in the survey that her children couldn’t take part in school sports because the family couldn’t afford the sports uniform. “Next year we will not allow them to do swimming either, as the cost is too high. The school seems to forget that not everyone is rich.” The parent of a decile 9 student couldn’t afford to buy the compulsory $210 blazer and received “bullying” calls from the school. The child was “taken out of class and humiliated by constant questioning”.

“The parent of a decile 9 student couldn’t afford to buy the compulsory $210 blazer and received “bullying” calls from the school. The child was “taken out of class and humiliated by constant questioning” And a decile 8 parent said her child experienced stress due to the pressure she was put under from staff to “engage more” with activities that the family couldn’t afford. The parent added: “Students receive a fortnightly grade from teachers, and often my child receives a two out of three with a note that she needs to participate more in optional school groups.” Higher decile schools often expect their students to bring their own digital devices to school, which not all parents can afford. “There are a lot of parents in higher decile schools who are experiencing problems,” says Dr Gasson. “Higher decile schools offer a lot more activities, but they come at a cost. Kids from poorer families

that go to these schools are a bit stuck.” In many cases Gasson found that the lower decile schools had a more equitable approach to extra-curricular activities such as sports and school trips. “My children definitely do NOT get less of an education if the costs of extras are not paid,” one parent of a decile two student said. “The school trip they went on earlier this year was 100% free for all students.” Lower decile schools get higher operational funding form the government, says Judith Nowotarski, national president of teachers union NZEI. But the reality is that the majority of this money goes on meeting the needs of providing the day to day curriculum. These lower decile schools have much more difficulty fundraising than those in higher socio economic areas, says Nowotarski. Extras such as trips to museums or the zoo enhance the learning experience, she says. It’s often much easier for higher income families to pay the cost of those trips than it is for those in lower decile areas. What’s more whilst higher decile schools might be able to use fundraising for nice to have educational opportunities, lower decile schools sometimes have to earmark that fundraising money for extra classroom support. Dr Gasson says that decile ratings are a blunt instrument – especially for families in high decile areas with low incomes. “They see all their kids’ friends doing extra things that they can’t afford (for their children),” she says. “I do think we need to provide extra funding for students from low income families, and the decile system does go some way towards this.”

Demands from school can seem like a constant drain on the family budget. Single parent Debra Turnbull believes she is paying far too much for her son’s free education at Northern Southland College. “I have always paid my fees, but we have a new principal that got really snarky about paying on time,” says Turnbull. Many of the classes her son took such as design tech and food tech required additional payments. Then there were visits to a careers expo in Invercargill, exam fees, stationery,

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How deciles are calculated Each school provides a list of student addresses which is used to determine which areas each school is drawing its students from. Student address information combined with census data calculates the decile ratings. It is not the general area around the school that is used to calculate the decile, but the specific census meshblocks where students live. The five census factors are weighted by the number of students from each meshblock. Meshblocks where only a few of a school’s students live will have little impact on its decile; those having more will have a greater impact. Schools are ranked according to five indicators of socio-economic status of communities the school’s students live in. ■ Percentage of households with income in the lowest 20 per cent nationally ■ Percentage of employed parents in the lowest skilled occupational groups ■ Household crowding (proportion of people per bedroom) ■ Percentage of parents with no educational qualifications ■ Percentage of parents receiving benefit support.

and many other charges. The class trip was $85, which she had to pay or her son would miss out. Turnbull questions whether expensive chemistry and other workbooks were necessary when they were barely used and most work could be done online. Letters from the school saying she should contact the principal if she was unable to pay were intimidating. “At the end of his school year I had to come up with $120 or he wouldn’t get his leaving certificate,” says Turnbull.

Dr Gasson found that the amounts students were asked to pay in “voluntary donation” differed quite considerably from the actual amount that families paid. “There are a lot of costs besides the voluntary donation that parents feel pressure to pay, either because they feel obliged to contribute to the school or feel that their children would otherwise be socially disadvantaged,” she says. For example decile 2-4 primary students were asked on average to pay $40

donation per year, but in reality paid $286 when extracurricular activities were taken into account. For decile 5-7 schools that was $61/$505, and for decile 8-10 it was $112/$624. Secondary students paid considerably more per student. For decile 2-4 that was $106/$1419, decile 5-7 $136/$1748, and for decile 8-10 it was $299/$4325. That last figure surprised even Dr Gasson, who says it is likely to include expensive overseas school trips.

“The interesting thing about voluntary donations is that parents don’t regard them as voluntary,” says Dr Gasson. ASG Education, which runs an annual survey of school costs in New Zealand determined that the average cost for Primary students across the country is $1,970 and for secondary it is $3,159. For state integrated it’s $4,611/$7,715 and for private schools it’s $12,050 and $21,176. Another theme that came from the early analysis of the research is that families from all deciles really value the extras and see them as important learning experiences. “I have never met a parent who doesn’t want their children to have everything they can give them,” says Nowotarski. Sometimes they just can’t afford it, however. One parent said: “My two children …. are sometimes dissuaded from even asking to do an activity if there is any further cost associated with it. They have been embarrassed by letters home demanding payment for costs already paid.”

TERTIARY

FIRST YEAR ORIENTATION Attending university for the first time may seem daunting but there are support services available. By Joanna Mathers

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are aware that the services are not only for students who are struggling, but are just as equally for students who want to excel and improve good grades into great grades.” Some learning centres are tailored to assist with English language skills –for example the English Language Enrichment programmes run at University of Auckland helps people develop aptitude in English. Libraries located at each universities will also offer resources, workshops and advice to help you develop your academic and research skills. Preparation programmes tailored towards adults returning to or beginning to study are also available at universities. These take the form of academic writing courses, and bridging courses designed to prepare students for university study, particularly those who left school without a formal tertiary qualification. Students living away from their parents

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NEW STUDENTS (ESPECIALLY school leavers) have raft of unknowns to navigate – from finding accommodation to making allowances stretch to cover life’s essentials. Universities offer a wide range of services aimed at making the experience less stressful. From financial advice, to tutorials on essay writing, student service provide essential resources that can help facilitate an easy transition to higher learning. Student support services are found in all tertiary institutes. They provide academic and learning support, advice on accommodation, advocacy, disability support, and career advice. Support centres tend to be located in a central location on campus and are a great first port of call for any new student. University websites also offer links to student support services – essentially an online version of the physical support centre, they are a time effective method of accessing essential information. For many students, the first encounter with the new campus will occur over the orientation period. This is generally a week of entertainment – think bands, beers and general partying. These are arranged by the universities student’s association – a voluntary studentrun group that advocates for and represent students. As the student associations are completely independent from the university, it is a good place to come to if you are having a problem with the university. Disputes, harassment or bullying issues can be dealt with – confidentiality is assured. Once the university year begins in proper, students will be able to find help and support from student learning support service centres. These centres understand the needs associated with each stage of academic life, and can help equip new students with the skills they need to study at a higher level. Rob Ayres manages the learning centre at Unitec. He says that the centre is a great resource for those requiring academic assistance. “The learning centres provide resources to help students with a wide range of study skills, ranging from support with mathematics and numeracy, time management, academic writing/reading strategies, research methods, through to exam techniques and academic referencing,” he says. “The learning centres work closely with course lecturers to ensure that all students

ABOVE: Students first weeks at university can be stressful.

for the first time will be able to access accommodation services that are designed to help them find a place to live. Most universities offer halls of residence or accommodation villages; these shared living provide a full immersion experience of campus life. Michelle Jordan-Tong, head of student and academic services at Waikato University says that there are many benefits to living on campus. “It’s a great way to meet people in student’s first year away from home, all meals are provided at our halls of residence, and it provides a great social and academic environment,” she says. Manukau Institute of Technology (MIT) has a student village comprised of 14 fully

furnished houses, each with nine bedrooms and shared lounge and kitchen areas. The weekly fee is $145 including power and water; with an initial $300 bond. Budgeting can be a new experience for students who’ve just left home. Universities offer financial services centres, which provide tips on student hardship grants, childcare subsidies, budget planning and student loans and allowances. Massey University, for example, offers a budgeting service online – they also have a range of people on site who can sit down with students and help them nut out the issues. Students should also be aware of Study Link, the branch of the government which administers student loans and allowances. The StudyLink website (www.studylink.co.nz) is the best way to see what you may be entitled to – the phone lines get busy at this time of year so it’s best to try online first. Beginning university can be an exciting time, but it can also be stressful and challenging. Universities provide confidential counselling services; staffs at these centres have a lot of experience working with students. There are also on site GPs; both counselling and health care services are offered at a reduced cost to students. Students with disabilities can find the transition to university life even more challenging. All universities offer help for those with disability services; each university website will offer detailed information on how to access disability services, and there are onsite support centres that help equip disabled students with the skills they need to excel at university. For students who are looking at their future employment opportunities, career development services are an excellent resource. This service provides assistance with CV development, lessons in writing good covering letters, job searching skills, as well as general career guidance. Throughout the year the career development teams will also offer seminars and workshops around how to turn your academic experience into real life skills in the workforce. All the New Zealand universities have detailed websites, which can provide information on all areas of student life. Understanding exactly what’s on offer when it comes to services, new students will be well equipped to flourish in their first year of university life.

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SELF EMPLOYED

YOUR OWN BUSINESS JUST A CLICK AWAY Danielle Wright talks to internet hobbyists who’ve turned their interests into thriving businesses YOU NEEDN’T FEEL trapped by a job you hate when there’s an increasingly viable income option available if you can just tap into what you love doing and package it up using online tools to your advantage. “Technology is a great equaliser. It makes it easier to get a new business off the ground than ever before,” says Tony Kesgen, New Zealand country manager for Google. “It allows new businesses to compete with established players. For example, internet advertising options like AdWords help new businesses target customers not just around the block, but around the world, and for individuals become exporters from day one.” One such backyard exporter, Rural Whangarei resident Rachael Chester, has been selling her NZ-made products (www.honeybeekind.co.nz and www.beekind.co.nz) since 2010. She now has buyers all over the world and distribution contracts in place for Sweden, Japan, the UK and Taiwan. “I was working round the clock contracting as a graphic designer and was making myself ill, but I still made time on the side to start a web store as a part-time hobby,”

says Rachael. “Initially, I sold stuff from China but I’m a conservationist and was learning herbal medicine so I started developing my own products, made my own labels printed from the home computer and created a website.” Rachael sold other people’s products (such as Ecostore) to begin with, now they are selling hers, thanks in part to her seo

“When you put time and new ideas in you see results” — Joanne Whitney (search engine optimisation), keyword research and marketing of new products through Google AdWords. “Creating an online business doesn’t need to cost the earth – I have three websites and I’m paying just $32 a month,” says Rachael, who often advises her friends with their website issues. “I’m gobsmacked

when friends tell me how much they are paying for theirs.” In return for the website advice, one neighbour gave her a contra of four chickens, a rooster and free-range eggs in return for tips. “A lot of people just get scared but once I show them the tools, they’re amazed. A lot of people get caught in the trap of paying $100 a month just for hosting,” warns Rachael. “And if you learn how to adapt a template it can save thousands.” Being a graphic designer has helped her keep the costs down because she designs everything herself. She says she also uses online tools such as Google Adwords to introduce her products to a global marketplace, Google Search, Facebook and Google Keywords. “A good tip is to find out what keywords people are searching for similar products,” RIGHT: Meadowbank-based mum and primary school teacher, Joanne Whitney, has also used the internet to build a thriving homeware and furniture business. Picture / Ted Baghurst

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advises Rachael. “I discovered that New Zealanders were buying a similar product to mine and importing it from overseas, so I added Annie Sloan (the overseas brand) to my keywords so that New Zealand buyers could see a local alternative. It worked really well.” Rachael says the best thing about her business is that she can take orders in the middle of the night while she’s sleeping. “In the morning there will be orders from places as far away as Scandinavia,” says Rachael. “Even if I go away for the day, the store’s still working and I don’t need to hire a shop assistant.” She says the most surprising thing about her business is that it started from something she made at home, to being nominated as a NZ Made finalist, rubbing shoulders with Watties. “Suddenly I’m an exporter!” says Rachael, admitting the downside is that she can’t go away for more than three days because of the orders. “It can be a bit of a monkey on my back because I’m the only one with the product knowledge – it’s the email communications rather than the fulfillment of orders that is hard to delegate. But, the difference between myself now and myself in the corporate world is incredible – I feel I’m one of the lucky ones.” Meadowbank-based mum and primary school teacher, Joanne Whitney, has also used the internet to build a business, income and lifestyle. She started a Scandinavian design homeware and furniture business from her bedroom, after having a retail business a few years before. “I wanted to be more available for my children (now two and five) and to have some flexibility and control in the hours I work,” says Joanne, who started the business when pregnant with her second child and feeling “a little bored” staying at home.

“Being able to access everything online to research the business was a huge advantage,” says Joanne. “I knew I wanted products from Scandinavia and I could source brands, make contacts, find out how to import, set up a website, learn new processes – all from home.” Joanne has used Google AdWords, Twitter, Facebook, MYOB, Instagram, Pinterest and Google+ to reach her customers. Her online shop, (www.thewoodenhorse. co.nz) now reaches customers around New Zealand as well as in Australia, Canada, the US and beyond. “When you put time and new ideas in, you see results. When you are quiet, you see the effect – a lack of sales,” says Joanne. “Over time, there is also some organic growth from SEO.” It’s not just a case of building a website and watching the sales come in, though, and Joanne says an online shop needs constant and consistent work and new ideas to continue growing. “You need to be active and persistent,” advises Joanne. “But, the payback is flexible hours, no dress code and you are your own boss. However, it can also be isolating and you have to make decisions on your own, rather than bouncing ideas around with colleagues.” Joanne’s advice for newcomers to the online retail world is to, “do your research!” She says to check out the future of your business idea and speak to the experts in the field and find out the reality of earning an income from it and how long that will take to happen. “Become involved with something that you love so you’re constantly motivated,” says Joanne. “I feel very fortunate to do what I do and to be earning an extra income from it. I have also met some inspiring people along the way.”

TEACHING

PRIMARY MAN DROUGHT Why aren’t more men teaching? Lawrence Watt investigates

WALK INTO ALMOST any primary school in New Zealand and you notice a clear lack of men. It has been that way for a long time, but the percentage of male teachers in New Zealand schools has recently fallen by 2.5% since 2004. Fewer than 20% of primary school teachers are male. Deidre Alderson is principal of Willowbank School in Dannemora and spokeswoman for the Auckland Primary Principals’ Association. She feels the issue of gender difference is not new, but is a significant one nevertheless. Ministry of Education figures show that overall, the trend is towards fewer male teachers. Men account for just 26% of the school teaching workforce, down from 28.5% in 2004.

The picture at Auckland secondary schools is more even between the sexes, although still skewed towards females. University of Auckland Faculty of Education figures show male secondary enrolments were one percent less than in previous years. Currently just 38% of the faculty’s enrolments (secondary) were for males, down from 39% per cent in 2013. And in sports, seemingly a good place for an energetic guy, just 30% of enrolments for secondary physical education are men. But it’s at primary schools where the man drought is bleakest. With just one in five primary teachers being men, it used to be said that male primary teaching was a RIGHT: Just one in five primary teachers are men.

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TEACHING

way of getting promoted faster than in secondary school – back in the day when most principals were men and were called ‘headmasters.’ But Ms Alderson believes times have changed, today promotion is on merit, rather than on gender. “I would hope we have moved away from those days,” she says. James O’Brien teaches at Willowbank School. He has been teaching for more than 14 years, solely in the primary sector. Over the phone, he is a positive man with infectious energy. His reasons for choosing primary school teaching include that he enjoys being across a number of subjects, rather than the one you have to specialise in at secondary level, and the affirmative way that children behave before the hormones kick in at adolescence. This is a common point made by teachers – many find primary teaching to be less about being a classroom policeman and generally more enjoyable than secondary teaching. With some recent high profile cases about teachers convicted of sexual assault, Mr O’Brien confesses to the occasional ribbing from some friends. No matter how small the actual number of cases, it is quite possible some men have been put off primary teaching by a very small number of teachers who have sexually assaulted children. But the media and popular focus on a small minority of errant teachers takes the attention away from the positive aspects of having a mix of men and women – a gender balance – in the classroom. Mr O’Brien says teachers are given training about avoiding false allegations from school children. This includes for example, ensuring they are never alone with any child. And when young children want to touch a teacher, they encourage say a high five, rather than a hug.

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“The big issue is male role models. Think outside the square about getting (non teacher) role models into schools, Willowbank has a male Kapa Haka teacher for example” — James O’Brien, teacher at Willowbank School

Pay rates is another issue. Primary and secondary teachers are now paid almost the same. Teachers start on about $45,000 and end up on $72, 645, on the basic rate, before a teacher is promoted. Overall, teachers’ average pay increased 60% from $44,542 to $71,526, according to the Ministry of Education’s website from 2000 to 2012. Secondary teachers’ average pay increased 55%from $47,764 to $73,955. Primary teachers’ average pay increased 64.5% from $42,358 to $69,660. Both Mr O’Brien and Mr Alderson felt that teacher pay rates were now fair or reasonable – there are more ways of advancing up the ladder than there used to be – for example, their school will be appointing a science specialist, Mr O’Brien says. Mr O’Brien enjoys teaching older chil-

dren – years five and six the most, where they are mature enough to take their interest in a topic to a reasonable level. Given there is an imbalance, what should be done? Ms Alderson believes in increasing the pay rates for teacher aides and in encouraging males to work in specialist roles primary schools, may help. “The big issue is male role models. Think outside the square about getting (non teacher) role models into schools,” Mr O’Brien says. Willowbank has a male Kapa Haka teacher for example. Today, post the influence of feminists like Simone De Beauvoir and Germaine Greer, how do women find a career that offers a balance between personal reward, money and time for their own children? Teaching offers that balance and enables parents to have time after school to devote to their own children. Primary teaching, with its relatively lesser concern for sport, may be more flexible in that regard. Perhaps men are less interested in a career that provides this balance than women are. Arguably, and by its nature, the corporate world is less child- friendly than the school. In our society as a general rule, women, rather than men are still the primary caregivers. One day that may change, as people become more aware they live their lives according to cultural expectations. What would he advise men thinking becoming a primary teaching? James suggests you focus on what you want to do. “You have to make sure that teaching is for you,” he says. Although teaching is an enjoyable job, there is plenty of preparation and marking for every classroom hour. “People see you arrive at 8.30 am in the morning and leave at 3.30 pm, but don’t see the work you have put in outside of hours.”

DIGITAL

AUTOMATION FOR THE PEOPLE Digital skills are essential for today’s job-seekers. By Adam Gifford

WHEN THE LABOUR Party’s Future of Work Commission starts around the country to hear submissions on the modern New Zealand workplace, it will hear of a digital dimension that didn’t exist a decade ago. Leader Andrew Little expects this. “The ongoing digital revolution is as worldchanging as the industrial revolution was 200 years ago, and to adapt we are going to have to make decisions now if we are to be ready so people are not left out,” he said. Experts are already warning a greater reliance on technology and automation means many today’s jobs won’t be there in the future, and nor will the wages that go with them. A study completed last year by Oxford University academics Carl Frey and Michael Osborne estimated that 47 per cent of all jobs in the United States are at high risk from automation. Recruitment firm Hays has also been looking at how technology is transforming the workplace. New Zealand managing director Jason Walker says almost every job now has a digital element to it. Digital skills have become a necessity for anyone looking for their next job. “From CEOs assessing the threat of cyber crime to marketers looking for the latest trending platforms, digital skills are now needed at all levels in most job functions,” Walker says. Rather than call centres full of customer service representatives, Hays is seeing live

chat attendants interacting with customers online and on social media. Firms use big data to make more precise sales forecasts, rather than relying on the intuition of sales reps. “Even today’s senior manager needs digital expertise to be able to locate knowledge, assess how valid it is, and then work with others to determine what to do with it.” There are whole new classes of jobs around search engine optimisation and generating and managing digital content. Understanding and driving digital strategies are becoming an essential part of an

ABOVE: New technology is rapidly transforming our world and the way we work. increasing range of occupations, not just marketing. We all work for Google now. Walker says New Zealand should emulate the example of the UK, which has added computing to the national curriculum, including coding lessons for children as young as five. The term ICT has been banished, with its emphasis on “computer literacy” and learning to use programs that were, in the words of former education secretary, “already creaking into obsolescence”.

Instead children will learn computer science, information technology and digital literacy. They will learn not just how to work a computer, but how a computer works and how to make it work for them. Walker says developments in digital marketing technologies like targeted social media advertising, remarketing and marketing automation which enable companies to deliver more targeted messages to their customers are fuelling staffing demand. Jobseekers need to keep their digital skills up to date if they want to take advantage of new jobs growth. Regardless of profession or industry, organisations want to recruit, retain and develop digital skills across their entire business. “Given the fast pace of technological advancement, employers look for candidates who are open to change and can adapt to a constantly evolving digital environment – whether that’s in their marketing, accountancy or logistics department. Digital changes are impacting all aspects of business and candidates today need to show they are digitally proficient, up-todate with the latest technological advances related to their job function and industry, and possess the ability to lean into the changes of a digital world.” For employers, the focus is shifting from observing digital trends and looking at where the organisation falls short, to developing the talent it needs to make and lead new trends. This means recruiting people who can understand and drive digital strategies.

Jobs, Education, Training,

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programme for secondary school in the automotive industry and stry (Foundation Skills) (Level 1).

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JETmag

2016 edition is released in May. Get yours at your secondary school, the careers expo or online!

Visit us at www.jetmag.co.nz for the ﬁrst 24 pages of the current edition.

SPOTLIGHT

CAREER SPOTLIGHT

BECOME A HEALER Osteopathy offers a rewarding career. By Val Leveson

OSTEOPATHY IS A rewarding manual therapy that is tailored to the needs of the patient, says practitioner and treasurer for Osteopaths New Zealand, Andrew Gibson. “It’s philosophy driven and is a way of treating the whole body, not just the muscular system,” he says. While there is an overlap between the kind of conditions osteopaths, physiotherapists and chiropractors treat, the philosophies underpinning all three vary significantly. “Osteopaths place great importance on the body’s natural ability to return to a normal healthy state, providing it is not compromised by stress, trauma or disease. Each part of the body is designed so that it may perform its function optimally and the healthy supply and drainage of fluids such as blood and lymph is seen as crucial by the osteopath.” Through using skilled evaluation, diagnosis and a wide range of handson techniques, osteopaths can identify important types of dysfunction in the body. Treatment uses techniques such

as stretching and massage for general treatment of the soft tissues (muscles, tendons and ligaments) along with mobilisation and manipulation of specific joints and soft tissues using direct or indirect techniques. Gibson says that different practitioners have different approaches. “There’s not just one set of techniques.” All osteopaths must, however, be registered with the Osteopathic Council of New Zealand otherwise it’s illegal to practice. In New Zealand, osteopaths are university trained in anatomy, physiology, pathology, general medical diagnosis and osteopathic techniques.

Also, osteopaths are trained to recognise conditions which require medical referral. Osteopaths are registered ACC treatment providers. Gibson says: “As osteopaths we view the body as a whole rather than solely looking or treating the ‘sore parts’. We use our hands to treat all tissues and systems of the body, not just the musculoskeletal system.” Gibson says that to be an osteopath, you need to be interested in and care about people. “Your personality is an important part of the therapeutic process – you must be interested in helping your patients heal and not just in financial gain.” He says he has found that osteopathy is a wonderful profession to be involved in. “On a personal level, I’m always happy to go to work. I love my job. I love that people put their trust in me and I respect that. My clients leave feeling better than when they come in – and this is enormously rewarding.” He says there’s few things more satisfying than reducing the pain that a patient is in.

How to become an osteopath Unitec is the main training ground for New Zealanders. Graeme Saxby, clinical education development manager – Osteopathy says – “Standard entry criteria are 48 points at level three but we prefer to see people with 60 points or more. “Chemistry is a preferred subject, excellent English, aptitude, awareness of the career and a big smile all help. Special and discretionary admissions categories may be available.” Anyone interested in studying osteopathy will generally start with a Bachelor of Applied Science (Human Biology), which is full time for three years, and then embark on a Master of Osteopathy, full time for two years. So to become a registered osteopath takes five years of full time study. If you would like to go to an osteopath, go to the Osteopaths New Zealand website at osteopathsnz.co.nz where there is a list of practitioners.

Dream of opening your own café? At the NZ School of Food & Wine, we have a number of courses that can help you to turn your dream into reality. If you need cooking skills, enrol in the Certificate in Cookery Level 3 programme starting on February 9. For practical hospitality skills, that get you behind the counter and include barista and coffee training, we have a 12 week programme Certificate in Food & Beverage Level 3 starting on March 2. This course is perfect for school leavers. Our 3 Day Barista & LCQ courses run each week. If you love wine, spirits & cocktails and

want to learn more about this fascinating subject, we have both full time and part time study options of WSET® certificates courses including Level 2 Award in Spirits course starting March 2. For cocktail and bar-tending skills, try our 3 Day Cocktail & Mixology evening programme. For business management, we have the Beginners course to start your food business which runs over 10 weekend starting March 7.

AIS 25TH ANNIVERSARY SCHOLARSHIPS AVAILABLE NOW YOUR NEW CAREER STARTS WITH A QUALITY EDUCATION

Enrol now in full-time NZQA qualification programmes • NZ Certificate in Cookery Level 3 20 weeks introduction to careers in cooking

• NZ Certificate in Food & Beverage Level 3 12 weeks introduction to careers in hospitality

Visit our website to see how you could save up to $9,000 on tuition fees with our current scholarships.

• NZ Certificate in Food & Beverage Level 4 20 weeks for supervisors and managers

• Professional Wine Knowledge (Sommelier) 12 weeks starts 18 May 2015 Celia Hay, Director | nzsfw@foodandwine.co.nz Level 3, 104 Customs Street West, Viaduct, Auckland 1010 foodandwine.co.nz | T: +64 9 377 7961

ENROL NOW FOR FEBRUARY START For more information or submissions please email Sui Tinai at scholarships@ais.ac.nz

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Scholarships only available to NZ citizens or permanent residents.

MANAGEMENT PROGRAMMES IN: • I.T. • TOURISM • HOSPITALITY • INTERNATIONAL BUSINESS • MBA

GET SCHOOLED

Tim Cashman likes the self directed learning approach on offer at CPP.

Loving IT and passing IT on Tim Cashman had such a positive experience studying IT with Computer Power Plus (CPP) that he recommended it to his mates. Now they all work at various IT companies such as Vodafone, Datacom, SMSS and Dimension Data, which is where Cashman works as a desktop support engineer. Tim says there are several reasons why he refers others to CPP. “I liked the self-directed learning approach that CPP uses, as it allowed me to complete my diploma at my own pace. I was also impressed by

the flexible study times and experienced instructors, plus I got a great job within two weeks of graduating.” Tim is now looking to progress on to a Level 3 Service Desk Analyst with the long-term career goal of owning his own IT company. CPP is one of New Zealand’s leading providers of IT training and has been helping thousands of people into successful IT careers for over 40 years. Visit computerpowerplus.ac.nz for more information or phone 0508 48 48 84 to book a free IT Career Consultation.

NZSFW founder and author Celia Hay.

School’s champagne celebration For 20 years, the New Zealand School of Food and Wine (NZSFW) has been focused on helping people develop exciting and challenging careers in hospitality. Founded by Celia Hay in 1995, NZSFW will celebrate its 20th anniversary with graduates and hospo friends on March 29 with a long lunch and vintage champagne tasting at its Viaduct premises. “It’s been a fast and frantic 20 years with lots of students training in cookery, hospitality, management and wine, comments Celia Hay. I do keep in touch with so many of my former

students and I find it so personally rewarding to follow their careers and successes. It’s especially satisfying to see graduates go on and open their own restaurant, bar or café or gain top jobs in wine sales and marketing.” “I have been able to document my experiences as a restaurateur and educator by writing two books, How to grow your hospitality business and The New Zealand Wine Guide which has just won a Gourmand world book award for wine and tourism. There are so many opportunities to find a stimulating and rewarding career”. On the web: foodandwine.co.nz

NorthTec students enjoy the wonderful Northland lifestyle, where you’re never far from the beach.

Go far with NorthTec If you’re looking for a new direction in 2015, take a look at what NorthTec has to offer. We are Northland’s largest tertiary education provider, with learning centres from the North Shore to Kaitaia, offering a wide range of programmes from foundation to diploma or degree level. Delivered from our main campus in Whangarei and our many smaller centres in the Rodney district and through the mid and Far North, all programmes have a strong focus on being practical, hands-on and linked to industry and employment opportunities.

With small class sizes and passionate, highly knowledgeable tutors, NorthTec provides a whanau-like atmosphere to help students succeed in their chosen subject. For Northlanders, NorthTec offers the chance to gain a great education while staying conveniently close to home. For those outside the region, it’s an opportunity to come and enjoy the wonderful Northland lifestyle, where you’re never far from the beach. So why not join us for the next step in your learning journey. Call 0800 162 100 On the web: northtec.ac.nz

Jerry Ielemia studied at Unitec and now works at PricewaterhouseCoopers.

Journey to success at Unitec Already chosen what you want to study or still not sure what career path to take? At Unitec, we can help you find out what your future might look like and what career or study option might best suit you. Whether you’re looking to start a career in Performing Arts, Business, Trades or Computing, we’ve got the programme for you. With over 150 programmes to choose from – ranging from Certificate to PhD – let us help

you explore your options and get you on the right track to success. If you have an idea of the sort of career you’d like to get into, but not sure where to start, contact our friendly team on 0800 10 95 10, email study@unitec.ac.nz, or simply come in and visit us. You can also order your very own personalised study guide at www.unitec.ac.nz/guide which includes all the information you need to start your journey to success.

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