Empowerment, Education, Enterprise
Oceania Career Academy has received a positive assessment from the NZ Qualifications Authority (NZQA) with this Report of External Evaluation and Review dated 23 February 2017.
NZQA is Confident in the educational performance of Oceania Career Academy Limited trading as Oceania Career Academy.
OCA is achieving a good standard of educational performance.
Students acquire generic work skills, specific industry-related knowledge and positive attitudes to prepare them to progress to employment. Students complete NCEA (National Certificate in Educational Achievement) qualifications at the eight participating secondary schools at the same time as they are identifying future vocational pathways at OCA. Students are enabled to develop key attributes of self-confidence, self-esteem and self-management to enhance their work-readiness. There is good evidence from the students that the impact of their training experience at OCA is inspirational and transformative.
OCA delivers targeted and relevant training programmes which enable students to successfully complete an OCA certificate comprising unit standards and work-related courses. Students value the experienced, committed and supportive teaching staff who are enthusiastic about their work, mentoring the development of the students and acting as role models as they share their career experiences. More than 90 per cent of the students have gained employment or progressed to further study at the end of the training. This is a strong indicator of value.
The OCA mentoring and support programme is highly successful in obtaining apprenticeships for Pasifika youth. The programme supports students who are studying with other tertiary providers (Unitec and Manukau Institutes of Technology) through the Maori and Pasifika Trades Training Scholarships consortium.
The learning styles of Pasifika students are catered for by providing a culturally responsive workshop and learning environment with wrap -around Whānau Ora support. Through the first delivery of the training programmes, feedback from students has led to an increase in project-based learning which has enhanced the students’ sense of achievement.
OCA has a clear purpose: to inspire and navigate Pasifika youth into high-skill industry careers through education and training for industry, to benefit the individual, whānau and community. The values, vision and strategy are centred on individuals with a strong connectedness between the individual, family and community. Effective stakeholder relationships and partnerships are being established and maintained. A number of stakeholders told the evaluators that they were impressed with the quality and work -readiness of the students at interviews for employment or apprenticeships.
The organisation is effectively led and managed by a Board and management team with complementary strengths and capabilities. There is a strong commitment to the organisation’s well-articulated vision, strategy and values which has provided a good foundation for the organisation. As the decisions regarding future pathways and programmes are made and implemented, evidence of the impact and value of the outcomes is likely to inform and strengthen the future sustainability of the organisation.
NZQA is Confident in the capability in self-assessment of Oceania Career Academy Limited trading as Oceania Career Academy.
Self-assessment is part of an emerging culture of reflective practice at OCA. Student achievement and attendance are closely monitored at an individual level on a daily and weekly basis through regular feedback to students.
Systems and processes are being developed to capture improvements, and OCA is in the early stages of monitoring the effectiveness of change and initiatives. Staff reflect on training activities and teaching strategies within the teaching team and adjust their practice to meet student needs. However, there is a need to strengthen capability in learning, teaching and assessment strategies and to continue to improve the project-based learning delivery to enhance student engagement in the learning environment.
There is evidence of informal feedback from external stakeholders. However, there is a need to develop formal feedback mechanisms to better understand stakeholder expectations and satisfaction levels and identify areas for improvement.
As the organisation grows, a greater emphasis on the analysis of data at an organisational level would strengthen self -assessment and enable reflection on trends and benchmarks in educational performance.