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Supporters GuideSupporting Māori and Pasifika young people to re-engage in learning and attain relevant qualifications
COUNT ME IN
CONTENTS
Identifying the young person’s aspirations, interests and needs 63
3Purpose
Building a relationship 41
Building a support team 52
Establishing the young person’s ‘starting point’ 74
Identifying pathway options 95
Discussing and selecting pathway options 116
Formalising the support team’s contributions 137
Supporting the young person’s re-engagement in learning 148
Mobilising the support network 159
Addressing emerging issues 1610
3
This Guide is for those working with young people to support their re-engagement in learning and attainment of relevant qualifications.
This is based on the Facilitator’s Guide
developed for the Ministry of Education’s
Count Me In initiative, 2015-2017. Count Me In
supported Māori and Pasifika 16-18 year olds,
that were outside the education system, to re-
engage in learning and attain NCEA Level 2 or
an equivalent qualification.
NCEA – The National Certificate of Educational Achievement is the national qualification system for New Zealand’s senior secondary school students. It is made up of three Certificates at Levels 1, 2 and 3 and usually studied in Years 11, 12 and 13 at school.
An equivalent qualification – The New Zealand Qualifications Framework (NZQF) is divided into 10 levels, and covers a range of qualifications from certificates to doctoral degrees. NZQF Certificates at Levels 1, 2 and 3 can be attained through tertiary providers e.g. Private Training Establishments (PTEs) and Wānanga.
Alternative Education - Alternative education is a short term intervention which supports students between 13 and 15 years of age who have been alienated from mainstream education.
Te Kura/The Correspondence School - Te Kura is a distance education provider offering personalised learning programmes to students from early childhood to Year 13.
Literacy - is the ability to read and write. It means being able to use language, numbers, images and other concepts to communicate with, and be readily understood, by others in your community.
Numeracy - is being at home with numbers, and knowing the smartest way to solve mathematical problems. Being numerate is being able to use mathematics well at home, at work and in the community.
Terms
Purpose
The most important thing in
working through the steps in
this Guide is to ensure that the
young person is fully engaged,
understands each step, and can
make informed decisions.
Feedback from Count Me In Facilitators and
partners (including numerous agencies,
community groups, parents and families)
helped refine the advice and tools in this
Supporters Guide.
Although it is mainly focused on supporting
young people that are outside the education
system, this Guide may also help those
working with young people that are still in the
education system (e.g. at school, in Alternative
Education, or enrolled with Te Kura/The
Correspondence School) but are struggling to
find a pathway or direction.
Step-by-step guidance is provided along with:
• helpful video tips from supporters, young
people and their families;
• links to helpful digital tools and more
detailed information; and
• templates to capture key discussions.
4
1
Tools and Resources
Sitting down and having a lot of eye contact
may be awkward for some. Taking them
outside for a walk where you don’t have to
make as much eye contact may provide a more
comfortable environment for the young person
to talk about themselves at the beginning of
your relationship.
Why is it important?
It is important to communicate, to listen, and to
value the young person as an individual. Focus
on the positive achievements that the young
person has already made and how they can
progress, rather than on the negative aspects of
their past experiences.
It is also important to help the young person
identify barriers to their re-engagement in
learning, which may include:
• motivation to learn
• ability to read
• an ingrained sense of failure
• having the right information, advice and
guidance, and
• support from parents/caregivers and other
adult and peer role models.
Building a relationship with the young person
may take time, developing over the course of
several engagements.
This step involves you building a rapport with the young person and
demonstrating your commitment to helping them move forward.
Building a relationship
If you already have a
relationship with the young
person, skip ahead to Step Two
Use the Key Information Template
to capture details, including the
young person’s contact details,
and the names and contact details
of any people who are their
supporters/influencers including
parents, family members and peers.
Read a helpful article on Engaging Young People in Learning
https://www.equalityhumanrights.
com/en/publication-download/
research-report-25-engaging-
all-young-people-meaningful-
learning-after-16
Learn tips through Christain’s journey on building relationships with young people https://vimeo.com/226391314
5
2
This is a critical part of your role, as it is not
intended that the young person become
dependent on you. The more you can involve
others, and encourage them to provide more
long-term support of the young person, the
better.
Why is this important?
It is important that you meet with the young
person’s parents/caregivers and family to
gather background information, determine their
interests, explain how you will be supporting
him/her, and encourage everyone to take active
roles in supporting the young person (to be
formalised in Step Seven).
If you are a parent, encourage others in your
family to help support your child.
The young person will also have a range of
supporters/influencers around them, which may
include family (direct or extended), friends/
peers or ‘role models’. Engage with as many of
these as you can, and seek their agreement to
support the young person.
If the young person has had contact with any
agency, they may have important background
information, and processes that you may need
to support the young person through (e.g.
Family Group Conferences or Youth/District
Court appearances).
Agency staff may also be encouraged to join the
young person’s support team (e.g. as adult role
models) if they believe they can be of help.
This step involves you building a support team around the young person you are working with.
Building a support team
Swanie explains how critical it is to build a good relationship with whānauhttps://vimeo.com/226393637
Christina and her mum talk about the importance of family support https://vimeo.com/226391605
Tools and Resources
3
Zane aspires to be a Head Chef at his own restaurant. Watch his story.https://vimeo.com/226394006
This step involves identifying the young person’s aspirations, interests and needs, to ensure that pathway options (at Step Five) are relevant.
As young people (and adults too) may find it difficult
to talk about career or life goals, it may be more
helpful to start with some general questions:
• What things do you like doing/are you good at?
Writing? Sports? Designing or building things?
Hobbies? Art? Helping others?
• How did you find school? What did you like
about school? What didn’t you like about school?
When and why did you leave school?
• Is there anyone you admire or want to be like?
Why?
• What is your dream job? Why is this your dream
job?
• Are there any reasons why you aren’t pursuing
qualifications to get your dream job?
• How much do you know about qualifications?
How much do your parents/family members
know about qualifications?
If the young person is finding it hard to describe what
they want to do (career-wise), go to https://www.
careers.govt.nz/plan-your-career/not-sure-what-to-
do/ and work through the prompts.
Or browse through Careers NZ’s Oompher web-
series videos https://www.youtube.com/channel/
UC_knKJOIo2Cq4Pf4UtRhBsA
Careers NZ provides many tools and resources:
• Know Your Skills helps people identify what skills
are, and how they can discover their own skills
and use them towards their career www.careers.
govt.nz/job-hunting/cvs-and-cover-letters/
describing-skills-in-your-cv/#CV
• CareerQuest recommends jobs based on young
people’s actual interests
www.careers.govt.nz/tools/careerquest/
• Skill Matcher generates job ideas based on
the skills young people enjoy/are interested in
learning. It shows how their skills could apply
to many occupations within New Zealand, and
provides tips on what steps to take next
www.careers.govt.nz/tools/skill-matcher/
Tools and Resources
Hear how David turned his life around https://vimeo.com/226391803
Use the Interests Template to
record key points for future use
Identifying the young person’s aspirations, interests and needs
4
››
7
This step involves establishing the young person’s starting point. To do this you will need to view (with them) their Record of Achievement (ROA).
First, you will need the young persons’ National Student Number (NSN) and password.
Forgotten their NSN and/or password? Phone 0800 697 296 or send an enquiry to the NZQA Call Centre HelpDesk - http://www.nzqa.govt.nz/contact-us/, answer several questions, and the NSN will be provided.
Login at NZQA Student Log in - https://secure.nzqa.govt.nz/for-learners/records/login.do
The ROA will show all NCEA (achievement) credits and/or NZQF (unit standard) credits that the young person has achieved. Identify and record the number of credits the young person has achieved at NCEA Levels 1, 2 and 3, and any NZQF credits they may have attained whilst at school. This will help inform thinking on pathway options, so they do not repeat credits already attained, and know how many credits are needed to attain qualifications at different levels.
To attain NCEA Level 2, young people must have 10 NCEA Level 1 literacy credits, 10 NCEA Level 1 numeracy
credits, and 60 NCEA Level 2 credits
Unpaid fees?Youth Guarantee learners that access fees-free
places are eligible to have their unpaid fees paid
through a process administered by the New Zealand
Qualifications Authority (NZQA).
Credits not showing?If the young person believes they have attained
credits but these are not showing on the ROA,
contact NZQA to report the school that has withheld
these credits. Schools cannot withhold (not report)
credits due to unpaid fees.
Attained literacy and numeracy credits?To determine if the young person has the required
10 Literacy and 10 Numeracy NCEA L1 credits, you
will need to click on the ‘Vocational Pathways’ tab on
the menu to the left of the ROA. If the young person
has achieved the required NCEA L1 Literacy and
Numeracy credits, ticks will appear against these.
If the young person has not achieved the required
Literacy and Numeracy credits, crosses will appear
against these. You will need to go back to the young
person’s ROA and scroll through the attained NCEA/
NZQF credits to determine if the young person has
achieved any Literacy and Numeracy credits.
Literacy and Numeracy credits may be attained
through traditional subjects like English and Maths,
but can also be attained through other subjects.
Use the Youth Guarantee Literacy and Numeracy Calculator (www.youthguarantee.net.nz/vocational-
pathways/profile-builder/) to determine where
literacy and numeracy credits have been attained
through other subjects.
Establishing the young person’s ‘starting point’
Tools and Resources
Use these resources to help the young person and their support network members develop their understanding of qualifications.
• Five questions parents have about NCEA http://www.careers.govt.nz/we-answer-the-top-five-questions-parents-have-about-ncea/
• How to Understand NCEA http://www.careers.govt.nz/how-to-understand-ncea/
• Understanding NZ Qualifications http://www.nzqa.govt.nz/studying-in-new-zealand/understand-nz-quals/
What’s NCEA all about? Let’s break it down https://youtu.be/Eo6oLa64ywE
The importance of choosing good credits! https://youtu.be/3w6a3BDc6DI
Hear how Taylor turned a negative schooling experience into a positive pathway opportunity https://vimeo.com/226393848
What is a Record of Achievement? Let Patsie explain https://vimeo.com/226393290
5
Schools don’t get a choice about which students they educate – they have to educate everyone who is enrolled (see http://youthlaw.co.nz/rights/school/enrolment/getting-enrolled-at-a-school/ for more information).
If you are a New Zealand citizen or resident between 5 and 19 years old, you have the right to an education at a state school of your choosing until the 1st of January after the year in which you turn 19. A state school may refuse to enrol you only if:• You do not qualify under the school’s
zoning and enrolment scheme;• You have been excluded or expelled
from that school;• The school has been established for a
specific purpose which does not apply to you (for instance, attending a boys’ school when you are a girl).
Private schools can refuse to enrol you provided they do not discriminate against you under any of the prohibited grounds of discrimination of the Human Rights Act 1993, such as race, sexual orientation, disability, political opinions or family status.
Under the Privacy Act 1993, your old school cannot tell a new school information about you unless giving that information to the new school was one of the reasons your school got that information from you in the first place, or you grant your consent.
Under the Act you also have the right to know what one school has told another about you.
››
Identifying pathway options This step involves collecting relevant information on the options the young person may have to attain qualifications and realise their career aspirations.
The first place to start is with their career
aspiration(s) and identifying the qualifications
required in these industries/occupations. Your first
useful reference is the Careers NZ jobs database
(http://www.careers.govt.nz/jobs/).
Enter the desired job(s) that the young person
has identified in the search box, or find jobs by
industry and interest area. Each job profile includes
information about the job, how to enter the job, and
job opportunities.
Click on the ‘how to enter the job’ tab, and view
the Entry Requirements and Secondary Education
requirements. The Secondary Education section will
list NCEA qualifications that are required for that
job. The Entry Requirements will identify if a tertiary
qualification is required, and what type(s) of tertiary
qualification(s) they are.
Pathway options
Now you need to identify what pathway options are
available for the young person, including:
• returning to secondary school to gain the credits/
qualifications they need for their desired career/
occupation, or
• enrolling with a tertiary provider to undertake a
course to attain the required qualifications.
Returning to secondary schoolIf the young person you are working with has been
out of the school system for some time, it is unlikely
that they will want to return to secondary school.
However, this is still an option that should be explored
– particularly if they are 10 or less credits short of
attaining NCEA L2.
If this is an option that the young person is interested
in, identify and meet with local schools to determine
whether re/enrolment is an option. Please note that
schools may refuse to enrol young people.
Find local schools at Education Counts (http://www.educationcounts.govt.nz/find-school)
Te Kura/The Correspondence School may be an
option if the young person you are working with lives
too far from a school, has health issues or special
requirements (e.g. lacks confidence as a result of
bullying). Te Kura provides distance learning for
students who are unable to attend their local school,
and students aged between 16 and 19 years old
are also able to enrol with Te Kura if they are not
attending another school on a full-time basis.
Te Kura requires self-directed learning and support in
the home, so may not be the best option for learners
that need structure and social interaction.
To find out if the young person you are working with
child is eligible to enrol at Te Kura visit their website:
http://www.tekura.school.nz/
9
Hear how Mags chose her new path after leaving school with no credits. https://vimeo.com/226392958
Hear from Shekinah and Jude on the importance of choosing the right pathway. https://vimeo.com/226392597
Tertiary educationTertiary education and training covers all education
after secondary school, including both higher
education and vocational training. Tertiary
providers include private training establishments
(PTEs), institutes of technology and polytechnics
(ITPs), wānanga, and universities.
Fees-Free PathwaysWithin the Government’s Youth Guarantee
programme is the Fees-Free scheme, which
is designed to provide 16-19 year olds with an
opportunity to study towards NCEA Level 2 aligned
with the Vocational Pathways, or equivalent, at
tertiary providers free of charge. Students take part
in full-time study in programmes which are usually
vocationally focused. There are over 10,000 fees-
free places per annum for young people offered by
a range of Tertiary Education Organisations (TEOs)
including Polytechnics, Wānanga and PTEs.
Go to www.youthguarantee.net.nz/find-a-provider/
to identify fees-free providers in your area. You
will need to make contact with the provider(s) to
identify which fees-free course options they have
available, and the number of places they have
available for those courses. Note that the funding
that TEOs receive includes provision for student
pastoral care and travel.
Other optionsAt foundational levels (1-2) there may be other fees-
free options available for young people, although
these will not have the travel support that the Youth
Guarantee Fees-Free scheme offers. There will also
be fee-paying options which, whilst less attractive,
offer insights into the kinds of pathways available to
the young person to progress their career pathway.
If you already know the names of tertiary providers
in your region, check out their websites too.
At this stage it may become apparent that the
young person is not yet ready for a full tertiary
course, and that ‘bridging’ options may be more
suitable. These could include shorter ‘top-up’
courses that will bridge the young person into
higher-level qualifications.
Career and Qualifications Plan template - record qualification credits attained, qualifications required, and identified
pathway options.
• Which Course Where, which has information about tertiary education providers, qualifications and courses – http://www.whichcoursewhere.co.nz/SearchQual.aspx
• Careers NZ’s database for specific courses or information about training providers in different regions – https://www.careers.govt.nz/education-and-training/
10
Tools and Resources
Helpful sites
6
Hineoma share tips on working with the student to choose the right provider https://vimeo.com/226392122
Career and Qualifications Plan template - record qualification credits attained, qualifications required, and identified
pathway options.
Tools and Resources
››
“If you support them well enough, and you listen to
what it is that interested in, you should be able to find something that can align into what it is that they
want to do.”
Hineoma Paekau-Rush
Discussing and selecting pathway options This step involves working with the young person and their support network members (if required) to discuss and select pathway options, and identify support needs.
In presenting and discussing options with the young
person, it will be important to give them as much
information to consider as is possible. For the various
pathway options, you should identify:
• the length and costs (if you cannot access fees-
free options) of the course(s);
• any other costs that could be incurred such as
accommodation/living and travel to and from
classes;
• learning and pastoral supports offered by the
course provider; and
• whether credits can be transferred if the young
person decides to change courses.
As it is likely that you will have identified several
options for the young person to consider, you will
need to help them make an informed decision on
what’s right for them. Work with the young person,
and their family if appropriate, to identify the ‘pros
and cons’ of each option. Use all the information you
have collected thus far to inform discussions.
If you feel it will be helpful, take the young person to
visit course providers, meet with tutors and look at
training facilities. Arrange for the young person to
talk to people that have completed the course(s) they
are interested in, or are in the job(s)/career(s) they’re
interested in.
Using the Career and Qualification Plan Template,
explain the options you have identified to the young
person and respond to any questions they have. If
they raise issues you hadn’t thought of, you may
need to gather more information to help them make
an informed decision. If they identify supports they
require to undertake the course, capture these so you
can engage with relevant service providers to wrap
this support around the young person and/or their
family.
Do as much as you can to ensure that the young
person is making an informed decision, and not
just trying to please you or their family, or is too
overwhelmed by the information to make a choice.
Once they have made their decision, work with them
to finalise details, including confirming there is space
on the (preferably fees-free) course.
Whilst accessing Fees-Free options will cover course
costs (including travel – see Travel Cost below), the
11
Travel CostsThe Tertiary Education Commission may reimburse
cost of daily travel for Foundation-Focused Training
Opportunities or Youth Guarantee learners. Payment
can be made for learners’ actual travel costs from
their home to the agreed training site. Learners must
supply evidence of the actual cost of travelling to and
from the training site.
The process for accessing these payments will need
to be discussed with the chosen provider at the time
of enrolment. Payments will not be made for:
• travel costs if a learner does not spend anything
on travel; and
• extra travel costs e.g. travel from a training site
to a site for workplace experience, as these are
programme costs which base fees cover.
Other Financial SupportsScholarships, grants and awards may be available to
support your young person’s tertiary education.
Go to:
• https://www.careers.govt.nz/courses/
scholarships-grants-and-awards/ for information
about what’s available and how to get it;
• www.fis.org.nz/products/breakout/ for a
searchable database of over 2,200 awards,
scholarships and grants for individuals in New
Zealand;
• Iwi, Māori and Pasifika education grants or
scholarships may also be available.
StudyLink is a Ministry of Social
Development service that manages student
allowances and loans.
Student Loans are not available to under-18 year olds, but some 16 and 17 year olds are able to access the Student Allowance.
Student Allowance is a weekly payment to help with living expenses while studying, and it doesn’t have to be paid back. To get a student allowance you usually have to be studying full-time or limited full-time. How much you get depends on:
• your income;
• if you have a partner, and their income;
• if you have children;
• your parents’ income – if you are under 24 and don’t have children; and
• if you live with your parents while you’re studying.
As part of the student allowance, applicants may be able to get an accommodation benefit to help with your accommodation costs. See https://www.studylink.govt.nz/products/a-z-products/accommodation-benefit.html
For detailed information, ring 0800 88 99 00 (Monday to Friday, 8am to 5pm) or go to http://www.studylink.govt.nz/
young person may have other needs that, if not
addressed, may affect their participation in training
pathways and eventual attainment of qualifications.
Work with the young person to identify if they have
any other needs that you can find support for.
For example:
• do they have appropriate identification (e.g. a
birth certificate, licence or passport)?
• do they have literacy issues or difficulties filling
out forms? If they have credit issues, can you find
a local budget advisor to help work on this?
• are they accessing appropriate health or support
services?
It may also be appropriate to discuss whether there
are any supports that can be wrapped around their
family as well – particularly if any issues may impact
the young person’s ability to engage in learning (e.g.
looking after younger siblings).
It will be important that you secure the support
of others who provide different social services so
you, and the young person, do not lose sight of the
qualification (and better life quality) objective.
Youth/Social/Health ServicesTo access the most up-to-date information, search
for Youth, Social and Health Service providers in your
region.
12
7Formalising the support team This step involves formalising the roles that team members will play in supporting the young person’s re-engagement in learning and attainment of relevant qualifications.
Mary explains the positive effects of letting the young person be a part of the decision making process https://vimeo.com/226393139
Learn how Lucy made a positive impact on those around herhttps://vimeo.com/226392758
Stronger pathways for our tamariki https://youtu.be/8KeHki-m8vQ
Use the Support Agreement template to capture what the support network members are going to do to support the young person
Tools and ResourcesMeeting with the selected provider is a first
step to ensure they understand the young
person’s aspirations and needs and can provide
appropriate support.
If the young person has specific needs (e.g.
limited literacy, transport challenges etc.)
discuss these with the provider to ensure they
can be addressed through pastoral care and
other student support provisions.
Tertiary education organisations are expected to
support students to build on their achievement
and progress to higher levels of education.
They receive pastoral care funding for each
student to ensure their needs are met and are
fully supported to successfully complete their
courses/qualifications.
The young person’s parents, family and
supporters/influencers can also actively support
their re-engagement in learning and attainment
of relevant qualifications. This could include
ensuring that the young person:
• attends their classes/course every day;
• is engaged and supported in their learning;
• meets class/course requirements (including
assignments);
• successfully attains their qualifications;
• identifies any problems that could affect
their ability to complete the course; and/or
• seeks advice and support when required.
13
8Supporting the young person’s re-engagement in learning This step involves accompanying the young person to re-enrol/enrol and get settled in their learning pathway choice, and monitoring their progress.
Arii’s Nan talks about supporting your child no matter what. https://vimeo.com/226391037
Tools and Resources
Use the Support Agreement template to capture what the support network members are going to do to support the young person
In the first 4 weeks it is recommended that you check in daily with the young person to see how they are finding classes and whether they are facing any difficulties. From then on, agree on a ‘catch-up’ system that works for you both (e.g. daily texts or Facebook messaging (free service) and weekly meetings, or other frequent contacts.
At a frequency agreed between you both, meet with the young person to check on their progress:
• Are they OK getting to class every day? How are they finding the classes? Do they find the tutor(s) helpful?
• How are they finding the provider facilities? Are they receiving enough pastoral care?
• Are they having any difficulties (e.g. understanding material or completing requirements)?
• Are they motivated/confident? Do they need any other supports?
It will be important to build the young person’s confidence and independence through this process. Achievements of any kind should be acknowledged, as these are important steps in the young person’s journey.
It will also be important to keep encouraging the young person, especially if they ‘stumble’ (e.g. miss classes or do badly in an assignment). Ensuring they learn from mistakes and move forward will minimise chances of their giving up/disengaging.
14
9Mobilising the support team This step involves wrapping a strong team around each young person, to support their attendance and success.
Use the Monitoring template to capture what the support network members are
going to do to support the young person
At a frequency agreed between you, meet with
the young person’s education/course provider
and their supporters/influencers to discuss their
views on the young person’s progress:
• Are they getting to class every day? How
are they finding the classes and provider
facilities?
• Are they completing assignments/study
requirements? Are they having any
difficulties with the classes or course
requirements?
• Are they motivated and confident? Do they
need any other supports?
As detailed earlier, it will be important,
particularly for the supporters/influencers to
take more of an active support role in the long-
term.
• Are they meeting the commitments they
made in the Support Agreement?
• Can they identify any other things they
could be doing to support the young
person?
• Are there any others who can also help keep
the young person motivated and engaged?
• Are they acknowledging the young person’s
achievements?
Having a strong support team can also help
build the young person’s resilience, and their
ability to cope with seemingly small issues.
These can escalate quickly, and can affect their
engagement and achievement. Team members
offering advice on coping strategies could
make all the difference for a young person in a
stressful situation.
Having a supportive whanau and provider can make a big difference. Here’s Angel’s story.https://vimeo.com/226390361
Juanita is thriving thanks to support of her mother. https://vimeo.com/226392449
Tools and Resources
15
10Addressing emerging issuesThis step involves rapidly addressing issues that may affect the young person’s pathway progress.
All support team members may have a role to play
in addressing emerging issues. As we found through
Count Me In, complacency (resulting in patchy
attendance), seemingly small events (e.g. relationship
break-ups) which then affected attendance and
completion of assessments, wider peer/whānau
pressures, and agency/Court conditions effectively
limiting course attendance, were issues which, if not
managed effectively, could result in young people
becoming disengaged again. Active monitoring, and
support team actions, can help young people through
these low points.
If there are any issues emerging from your discussions
with the young person, their course provider and/
or supporters/influencers, it will be important to
determine how these can be addressed.
If there are ‘speed bumps’ or ‘stumbles’, they need to
be addressed before they begin to impact the young
person’s confidence and motivation. If there are
more fundamental issues (e.g. undiagnosed learning
difficulties), you will need to find appropriate support
services to wrap around the young person and/or
their family.
On-going support is critical to keeping a young person engaged. Sue explains why. https://vimeo.com/226393441
“It can be hard to get that confidence within yourself... Don’t let other people push their judgement on you, you know their opinions are their own... You can do without it. You have to really reach down
within yourself and it has to come from you. When it comes from you, it’s for you.”
Zane Mahu-Hall
“I want to use all my experience I’ve used from like my childhood to now, to help other people cos I know when like what I was going
through I didn’t have the help that I needed. So I thought maybe using what I learnt and went through, to help others.”
Taylor Paekau
Tools and Resources