Mixed settings programmes are most effective when they are well established and collaborative. Schools and tertiary education organisations should develop agreements that acknowledge different roles and responsibilities by all parties. Mixed settings programme learning may range from informal to well-defined arrangements. Although formal agreements are not mandatory, they can help maximise programme coherence for the learner.
Mixed settings secondary-tertiary learning agreement guide
Good practice includes planning the overall programme together, providing coordinated quality assurance approaches and ensuring high quality communication to educators across settings, students, families and whanau. Students should have good information on the work required to be successful across settings.
Partners in mixed settings programmes should develop learning that is composed of school subjects and learning outside of school. Schools need to consider how the learning will be split across blocks of time, and the proportion of time students will spend in each setting. Partners also need to ensure the learning across both settings is cohesive for students.
A common approach is for students to attend school three days a week, and a tertiary training provider two days a week. For example, if a student is doing an engineering qualification as well as NCEA, they may do mathematics with calculus and physics, plus another subject of their choice. The remaining two days can be spent at a polytechnic doing mechanical engineering.