Foundation and Bridging Education

The Resource Centre contains practical material about good teaching and learning in the tertiary sector. The Resources can come from the Communities and Project Groups on the site. The Resources are high-quality, well-presented, evidence-based, and relevant to New Zealand.

This section includes items relevant to Foundation and Bridging Education, including Literacy, Language and Numeracy (LLN).

Most recent resources about Foundation and Bridging Education

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Improving Participation, Retention and Progression of Māori Tertiary Learners in the Whanganui Region

Last updated by: ako_admin (Ako Administrator) on 1 February 2012 - 8:49am
This project investigated how two Private Training Establishments could improve the participation, retention and progression of Māori Tertiary Learners in the Whanganui Region.

Knowing your learner – Engaging Māori learners

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Last updated by: ako_admin (Ako Administrator) on 30 January 2012 - 4:14pm
These videos are a teaching tool designed for educators working in the tertiary sector to help them better understand Mātauranga Māori and models of practice that may assist with engaging Māori learners.

Literacy, language and numeracy research summary

Last updated by: ako_admin (Ako Administrator) on 25 November 2011 - 9:52am
This publication is a summary of nine literacy, language and numeracy research reports published by the Ministry of Education between July 2009 and July 2010.

Foundation Learning in the ITP Sector: Experiences of Foundation Learners

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Last updated by: ako_admin (Ako Administrator) on 23 November 2011 - 2:20pm
This report describes findings from research investigating the experiences of foundation learners in Institutes of Technology and Polytechnics (ITPs).

He moana pukepuke e ekengia e te waka - a choppy sea can be navigated

Last updated by: ako_admin (Ako Administrator) on 4 October 2011 - 4:31pm
This publication describes a course where non-traditional and second chance learners are exposed to contextualised academic up-skilling using critical reflection.