Simplifying the Questions
Miriam got back to us with her answers to our initial and reworded questions:
How does the process of working with the schools generally work? 6 models being refined.
10 week courses funded through STAR or Gateway.
Short course - Overnight.
Full year one day a week academy programmes focused on enterprise in sustainability with 2-3 camps.
Wānanga programmes with 3 camps through the year with regular visits to keep students on track.
Leadership programme delivered outside of school time for students who are highly motivated to run projects in their schools and communities.
In the past and currently under use, what methods/mediums do you have to help build awareness of the program? Brochures, course outlines, news articles/videos, facebook (on Miriam’s email signature), and the website.
Going of our research it seems there is often a fair bit of news and excitement around the Project Possum course. Which tend to be the most popular environmental issues chosen by students? Project Possum is no longer offered. Wellington students are interested in biodiversity, waste and climate change. In Northland they are interested in pest and aquaculture. The most important thing for students is being involved in a project- feeling like they own the project. We often find that students don't have much interest at first but they get excited when they see their project succeed.
On one section of your website it tells us that your courses are proven very effective for Māori and Pacific Island students. Wondering whether and if so why your courses tend to attract a certain demographic and background or students? Many of the regions we are in do not currently many opportunities, 85% Māori cohort in North, 100% Māori in East cape. Written in the TKI reports.
On your website it mentions the idea of students ‘co-constructing’ the course, can you give an example of this? In the TPK report.
What would you say are the biggest life skills that students can and have learned through the program? Connecting with nature , gaining confidence and 21st Century skills including:
Post-course, what platform are the students given? Do they remain in contact with the organisations work with and have there been any noticeable ‘success stories’ (e.g. employment) come from the program? Davis and Shaun work with us, there are a couple of students in Raglan working on Karioi project (that they worked on during the course), Brook and Matt in Wellington worked for Sustainable Coastlines after meeting them during the course- We can put you in touch with these students.
Between the two styles of courses - Enterprise and Save a Species, have you found that student often a preference between the two? Save a species no longer runs- we need to update the website.
Miriam has expressed that however we choose to attempt this brief, they would like help with:
Creating brochure and poster templates
Miriam has also posed a question to us: We are keen to understand how do we best reach students but also how do we best promote to principals?
