Careers backlash at girls’ school
September will be his third.
That’s not bad for a man who chose his career almost by chance.
‘‘I didn’t like school, so I left school at the end of my year 12 year, and my old man’s deal was if you’re leaving school, you have to have an apprenticeship,’’ he says.
He looked into all sorts of apprenticeships in building, but none appealed – until his mother suggested
Figures from Education Counts show subjects phased out since the 1990s include metal work, secretarial skills, shorthand and woodwork.
Potential employees from across Marlborough took part in the careers information expo on Thursday.
Representatives from a crosssection of businesses attended – from funeral directors and nurses to design engineers and plant and food researchers.
Head of student council Eve Goodall-Cromarty says having a wide range important.
‘‘Subject choices depend on passion and what it is you want to do. The subjects are a bit more modern now, for example, sewing is now fashion.
‘‘These skills may sound oldfashioned but they’re still relevant. They’ve just been updated.’’
Senior draughtsperson Sonia Manson from Smart Alliances in Blenheim was at the expo and says girls are stepping outside of ‘‘traditional classes’’.
‘‘Eighteen years ago when I studied of subject choices is
at Otago there were very few girls studying but now it’s more like a 50:50 split,’’ she says.
The Ministry of Education’s Ellen MacGregor-Reid, deputy secretary early learning and student achievement, says the New Zealand curriculum sets out ‘‘a clear direction for students’ learning based on key principles’’.
‘‘Learning non-racist,
‘‘This ensures that students’ identities, languages, abilities, and talents are recognised and must and be non-sexist, non-discriminatory. to ‘‘the grind’’ – improving himself and pushing his designs further to be ‘‘the best version of himself’’.
‘‘It is surreal, I feel super honoured, lucky, humble, all of the above. It’s just hard work, love, passion, having a purpose, setting goals . . . you aim high,’’ he said.
‘‘There’s no boundaries, there’s no limits, if you put it out there all you can do is work towards it.’’
learning
affirmed, and that their needs are addressed.
‘‘Most schools promote their courses in curriculum outline documents so that students can make informed choices about their learning pathways – it is important that there are good-quality options for all learners, including those interested in specific careers like early learning or food preparation.
‘‘Parents or caregivers can provide feedback to their local school on the curriculum and should approach their school if they have concerns.’’