Alternative Education

What is Alternative Education?

“Alternative Education (AE) provides learning opportunities for students aged 13 to 16 years of age who are alienated from mainstream schooling” (Alternative Education National Body, 2016, para. 4).

"The (AENB) recognises that Alternative Education is a specialised service meeting the educational needs for some of Aotearoa New Zealand’s most ‘at risk’ and transient young people. AE providers strive to engage these young people in learning. This is accomplished by utilising a holistic approach and creating a whanau environment. Whilst a student is in AE they gain the confidence to make their next step in education, albeit a return to mainstream schooling, other training opportunities, or employment” (AENB, 2016, para. 4-5).

  • Operations in 10 regions across New Zealand
  • In 2012 there were 14 Activity Centres across New Zealand
  • Majority of students are years 9, 10 and 11
  • Governed by a local school (Ministry of Education, 2013).

  • Students often come from "the top end of the offending scale” (Sanders & Munford, 2001, p.7)
  • Young people that “no other agency” (Sanders & Munford, 2001, p.7) could achieve success with
  • “Practitioners identify the positive characteristics, strengths and capacities of the individuals with whom they work in addition to addressing the issues, problems and challenges that are present. In this sense it provides a realistic and positive framework around which changes can be worked towards” (Sanders & Munford, 2001, p.7).
  • In the mid 1990s the Ministry of Education introduced the School-Based Alternative Education (SBAE) policy. This was sparked by the growing number of students struggling in /mainstream education’” (Sanders & Munford, 2001, p.11). It wasn’t until 2000 when the government formally acknowledged the need for alt ed and granted state funding. This has then “enabled 1820 13 to 15-year-olds to get alternative education every year at a cost of $11,100 per student” (Tawhiao, 2010, para.18).


Key provisions

  • Stabilising and improving social behaviour
  • Addressing and improving educational needs
  • Improving attendance
  • Working with wider whanau and family
  • Preparation for future employment
  • Skills based training
  • Work experience
  • Sport/recreational activities
  • Emotional support, relationships, self-esteem, confidence
  • Communication skills
  • Practical assistance e.g. obtaining benefits, accommodation or court support (Sanders & Munford, 2001)
  • Encouraging wider community support.

Successes

  • Reduction in substance abuse
  • Increased communication and academic skills
  • Stronger relationships
  • Improved literacy and numeracy
  • Improved general health
  • Employment and work experience
  • Return to mainstream school
  • Enrolment in trade certificates and courses
  • Reduction in justice issues and offences.


Oxenham (2010) / Fairfax Media / Tagata Pasifika Resource
Development Trust student Jonah Mata’u.

As an example of Alternative Education's successes, here's Jonah (14), of Samoan, Niuean and Maori descent, stole his teacher’s USB memory stick and was excluded from school.


Jonah was helped by an Alternative Education centre called Tangata Pasifika Resources and Development Trust. The centre was established 24 years ago in Auckland central and focused on supporting Pacific immigrants with help from chaplain Mua Strickson-Pua. “Overall 82 percent of the intakes have positive exit outcomes” (Tawhiao, 2010, para.19).

Jonah says “They’ve got poetry, music, hip hop, art and hospitality… he teaches you a lot about discipline and respect for people. I think they've seen the change in me”(Tawhiao, 2010, para.8).

"Jonah's parents have noticed changes. He has taken on the role of supportive brother, helping around the home and taking responsibility… he speaks to his parents with respect, works hard in class, and has a part time job” (Tawhiao, 2010, para.26).


Seeing a real need for a facility in the North Shore of Auckland, the Marist Brothers established Marist Alternative Education Centre in 1999 which is currently run by Shane Coleman.

 Skelton (2015) / Fairfax Media / Marist Alternative Education
Centre student Jordan Cherrington, 16.

Marist caters for a dozen year 9 to 11 students at a time (Walters, 2015). In 2015, one out of three students passed NCEA level 1 (Walters, 2015). In 2014, four out of five students passed NCEA level 1 (Walters, 2015), “The students take mainstream subjects such as English, maths, science, PE, art and home economics, along with the ASDAN programme – a life skills course” (Walters, 2015, para.20)

Marist Alternative Education Centre boasts many successful former students that have now moved on including, Jack van Biljon, "who attended Marist in 2011 after being kicked out of Long Bay College for fighting. He is now working as an apprentice builder" (Walters, 2015, para.83-88). Another student that attended Marist has now become a "hip-hop dancer and now works for Maori Television; others have become successful young parents" (Walters, 2015, para.83-88).