The Graeme Dingle Foundation has been at the forefront of youth development in New Zealand since 1995. Our commitment to empowering young people through programmes like Project K underscores the importance of holistic education, including Outdoor Education. We are concerned about the proposals outlined in the NCEA discussion document from the Ministry that suggest removing Outdoor Education from the senior curriculum subject list. This change could undermine the broader educational goals aimed at fostering resilience, self-efficacy, and community engagement among students, which are vital components of the proposed new national qualifications.
Importance of Outdoor Education
Outdoor Education is integral to our mission of fostering resilience, self-efficacy, and a sense of community among young people. Key benefits include:
• Holistic Development: Outdoor Education promotes mental, physical, and emotional well-being, crucial for thriving rangatahi. This aligns with the NCEA vision of a vibrant, knowledge-rich curriculum that prepares students for future success. Developing exercise habits young can also foster life-long healthy behaviours.
The proposed reforms emphasise the importance of developing not only academic skills but also life skills and emotional resilience. Research indicates that students who engage in holistic educational experiences are better equipped to navigate challenges, enhancing their overall well-being and long-term success.
• Skill Building: Outdoor Education equips students with essential life skills such as teamwork, leadership, and problem-solving. These competencies are vital for both academic and vocational pathways, reinforcing the need for a comprehensive approach to assessment and learning. These skills directly support the competencies outlined in the NCEA reforms, ensuring students are prepared for both further education and the workforce.
• Engagement and Retention: Long-term school engagement is a protective factor for young people. Research shows that youth development interventions, as evidenced by Project K and our outdoor education component significantly support academic achievement. Outdoor Education keeps otherwise disengaged learners connected to their schools and communities, addressing social isolation and mental health challenges. This is particularly relevant in light of the proposed changes, which aim to enhance student engagement through coherent learning pathways.
Furthermore, removing Outdoor Education would lead to a lack of qualifications for young people, directly impacting both the adventure and tourism industries as well as conservation efforts. Without these qualifications, students will be less equipped for careers reliant on skilled individuals, ultimately hindering workforce development, economic growth and environmental stewardship.
Research consistently highlights that participation in Outdoor Education correlates with improved educational and social outcomes, underscoring its importance in a reformed NCEA landscape.i
Primary Concerns
The removal of Outdoor Education raises several critical issues:
1. Loss of Academic Recognition: The proposed changes would prevent students from gaining University Entrance (UE) through Outdoor Education, undermining its value as an academic subject and contradicting the proposed change goals of maintaining consistent standards across qualifications.
2. Reduced Flexibility: Confined to a vocational pathway, schools will lack the ability to tailor Outdoor Education to their local contexts, diminishing its relevance and impact. A structured, subject-based approach advocated in the NCEA discussion should include Outdoor Education as a vital component of the curriculum.
3. Impact on Vulnerable Youth: Our findings indicate that youth who experience disengagement benefit significantly from Outdoor Education. Removing these subject areas risks exacerbating their challenges, countering the review’s aim of supporting all students through coherent learning pathways.
4. Erosion of Comprehensive Skill Development: A focus on vocational skills alone diminishes the broader educational value of Outdoor Education, which prepares students for life, not just work. The holistic development emphasised in the NCEA proposals should include experiential learning opportunities provided by Outdoor Education.
Call to Action
We urge the Ministry of Education to:
• Retain Outdoor Education on the senior subject list as a recognised academic subject, allowing students to achieve University Entrance through this pathway. This aligns with the goals of the review of creating a valued qualification for all students.
• Ensure flexibility in the curriculum, empowering educators to adapt Outdoor Education to the specific needs and strengths of their students is consistent with the proposed structure and subject-based approach.
• Recognise the broader implications of these changes on youth engagement, particularly for those at risk of disengagement, and how Outdoor Education serves as a critical tool in their development.ii
• Highlight the role of Outdoor Education in contributing to the Foundational Award, particularly in developing literary and numeracy skills through real-world contexts.
Conclusion
The Graeme Dingle Foundation believes that Outdoor Education is essential for empowering young New Zealanders to overcome life’s obstacles, enabling them to thrive. By keeping Outdoor Education on the senior curriculum subject list, we can continue to support the development of resilient, skilled, and engaged individuals who contribute positively to society and the environment.
i Graeme Dingle Research and Evaluation Summary 2025-2025pgs 18 to 23
ii Graeme Dingle Foundation Impact of Silently Disengaged Youth in NZ