1 00:00:00,120 --> 00:00:03,000 Speaker 1: New insight into the way we're getting educated. Distance learning 2 00:00:03,040 --> 00:00:05,440 Speaker 1: is on the up. Correspondent school has seen a thirty 3 00:00:05,519 --> 00:00:09,600 Speaker 1: two percent rise in enrollment since twenty eighteen. That's against 4 00:00:09,640 --> 00:00:12,319 Speaker 1: the backdrop of a fall of in person attendance, of course. 5 00:00:12,360 --> 00:00:15,520 Speaker 1: CEO of Online Educated Crimson Global Academy, Penelope Bartons with 6 00:00:15,640 --> 00:00:20,120 Speaker 1: us Penelope morning good one. Is this a shift post COVID, 7 00:00:20,560 --> 00:00:22,960 Speaker 1: whether you work from home or school or whatever. Is 8 00:00:23,000 --> 00:00:24,759 Speaker 1: the world changed since COVID? Is this it or is 9 00:00:24,800 --> 00:00:25,680 Speaker 1: there something more to it? 10 00:00:27,280 --> 00:00:30,639 Speaker 2: That's definitely a factor for it. We've seen, I mean, 11 00:00:30,680 --> 00:00:32,960 Speaker 2: you saw that peak during COVID, and then afterwards you've 12 00:00:32,960 --> 00:00:35,040 Speaker 2: seen a pretty steady trend not just a New Zealand 13 00:00:35,080 --> 00:00:38,000 Speaker 2: but overseas in terms of students looking for an alternative 14 00:00:38,080 --> 00:00:39,839 Speaker 2: that sort of opens their eyes in terms of what 15 00:00:39,880 --> 00:00:42,720 Speaker 2: else is possible now looking for other options. But then 16 00:00:42,760 --> 00:00:46,960 Speaker 2: you've also got just broadly mental health, chronic disengagement in schools. 17 00:00:47,000 --> 00:00:48,800 Speaker 2: You talked about the attendance rates, there's a lot of 18 00:00:48,840 --> 00:00:50,879 Speaker 2: other factors that are just causing families and how to 19 00:00:50,920 --> 00:00:51,919 Speaker 2: look for other options. 20 00:00:52,120 --> 00:00:55,040 Speaker 1: Can you get as good an education online as you 21 00:00:55,120 --> 00:00:56,560 Speaker 1: can by going to school. 22 00:00:58,000 --> 00:01:02,720 Speaker 2: Absolutely, we've had student and there's actually probably a piece here. 23 00:01:03,000 --> 00:01:05,639 Speaker 2: Yes you can, depending on the program, there should always 24 00:01:05,640 --> 00:01:08,360 Speaker 2: be a caveat on that. But we have access to 25 00:01:09,080 --> 00:01:12,600 Speaker 2: on the Crimson Bludal Academy side, some of the top teachers. 26 00:01:12,920 --> 00:01:16,440 Speaker 2: You have access to international curriculum. And what's unique that 27 00:01:16,480 --> 00:01:18,920 Speaker 2: you can do and online because you have a bit 28 00:01:18,920 --> 00:01:22,520 Speaker 2: more flexibility, is you can really personalize education for the students. 29 00:01:22,520 --> 00:01:24,920 Speaker 2: It's very very hard to do that in a traditional 30 00:01:24,920 --> 00:01:28,360 Speaker 2: classroom and so being able to personalize that learning, access 31 00:01:28,400 --> 00:01:31,679 Speaker 2: to different pathways, more flexibility. You know, we're just seeing 32 00:01:31,720 --> 00:01:34,000 Speaker 2: students absolutely come in and come in and thrive. 33 00:01:34,400 --> 00:01:37,000 Speaker 1: But that's what you guys do, and that's that international 34 00:01:37,040 --> 00:01:39,360 Speaker 1: side of the equation. If I'm just looking to simply 35 00:01:39,360 --> 00:01:42,360 Speaker 1: pull my kid out of a primary school in suburban 36 00:01:42,400 --> 00:01:45,600 Speaker 1: New Zealand and do it at my house in suburban 37 00:01:45,640 --> 00:01:47,920 Speaker 1: New Zealand, and it's not international, it's just part of 38 00:01:47,920 --> 00:01:50,919 Speaker 1: the New Zealand curriculum. Can I do that and do that? Well? 39 00:01:52,040 --> 00:01:56,480 Speaker 2: Yes, there are a few different models available in New Zealand. 40 00:01:56,560 --> 00:01:59,280 Speaker 2: You've got Takura, You've got Mount Hoompson and you've got 41 00:01:59,320 --> 00:02:02,240 Speaker 2: us on the international site. Mount Hobson runs a similar 42 00:02:02,240 --> 00:02:05,200 Speaker 2: model to ourselves in terms of the small classroom, it's 43 00:02:05,280 --> 00:02:09,520 Speaker 2: really differentiated learning pathways. One element you've got to consider, 44 00:02:09,520 --> 00:02:11,840 Speaker 2: and if you're thinking about, particularly in that primary age, 45 00:02:12,200 --> 00:02:15,480 Speaker 2: is thinking about what that social emotional connection piece looks 46 00:02:15,520 --> 00:02:17,680 Speaker 2: like that learning through play, How are you going to 47 00:02:17,720 --> 00:02:21,519 Speaker 2: be building that Because you can do online at that age, 48 00:02:21,600 --> 00:02:24,160 Speaker 2: but you'll need to be thinking about, as a parent, 49 00:02:24,360 --> 00:02:26,200 Speaker 2: how much am I going to be involved in that 50 00:02:26,360 --> 00:02:29,200 Speaker 2: learning to make sure that it's not just sitting there 51 00:02:29,360 --> 00:02:31,000 Speaker 2: and letting things go by. You need to take a 52 00:02:31,040 --> 00:02:34,200 Speaker 2: really active role in it. At any age. It's an option, 53 00:02:34,600 --> 00:02:36,560 Speaker 2: but you'd need to be prepared to be very active 54 00:02:36,600 --> 00:02:38,920 Speaker 2: and hands on and make sure you've got the holistic development. 55 00:02:39,040 --> 00:02:41,799 Speaker 1: What drives it to start trouble at school? So I'll 56 00:02:41,840 --> 00:02:44,600 Speaker 1: get my kid at home or I can do better 57 00:02:44,639 --> 00:02:46,280 Speaker 1: at home. Therefore that's what drives it. 58 00:02:48,440 --> 00:02:51,400 Speaker 2: I've seen sort of roughly four groups of students. There's 59 00:02:51,400 --> 00:02:55,000 Speaker 2: definitely I'm not accelerating fast enough. I'm in this class 60 00:02:55,040 --> 00:02:57,800 Speaker 2: because I'm this age, and then that just you know, 61 00:02:58,120 --> 00:03:01,880 Speaker 2: that's actually not challenging them. They get quite board. We're 62 00:03:01,919 --> 00:03:05,880 Speaker 2: seeing a lot of students who might have social anxiety, 63 00:03:06,080 --> 00:03:08,120 Speaker 2: things like actually just getting up and out of the 64 00:03:08,160 --> 00:03:11,800 Speaker 2: house and thinking about lunch breaks. That's quite an issue 65 00:03:12,120 --> 00:03:14,400 Speaker 2: for them. And then we're seeing other students who are 66 00:03:14,440 --> 00:03:16,960 Speaker 2: just going, I've got other passions. I want to be 67 00:03:17,000 --> 00:03:21,399 Speaker 2: a professional athlete, I want to ride horses during the day, 68 00:03:21,520 --> 00:03:24,360 Speaker 2: I want to go and train, and actually doing school 69 00:03:24,480 --> 00:03:27,200 Speaker 2: nine toll three every day is sort of an outdated 70 00:03:27,240 --> 00:03:29,640 Speaker 2: way to look at that model. For those students, they 71 00:03:29,639 --> 00:03:31,560 Speaker 2: want to do their classes a little bit in the morning, 72 00:03:31,600 --> 00:03:33,800 Speaker 2: a little bit at night, and then have that daytime 73 00:03:33,840 --> 00:03:34,040 Speaker 2: for you. 74 00:03:34,360 --> 00:03:37,200 Speaker 1: Penelope good Insight appreciate it very much. Penelope partners with 75 00:03:37,240 --> 00:03:42,120 Speaker 1: Crimson Global Academy thirty two percent Rise, not the Global Academy, 76 00:03:42,120 --> 00:03:45,200 Speaker 1: but thirty two percent rights in general since twenty eighteen. 77 00:03:45,200 --> 00:03:47,480 Speaker 1: It's a lot, isn't it. For more from the Mic 78 00:03:47,560 --> 00:03:50,680 Speaker 1: Asking Breakfast, listen live to news talks they'd be from 79 00:03:50,760 --> 00:03:54,400 Speaker 1: six am weekdays, or follow the podcast on iHeartRadio.