A panel discussion follows a short afternoon tea break.
The panel discusses the ‘implementation of reforms of
vocational education’ and is moderated by Dave Guerin (who writes Tertiary
Insight which reports on NZ specific education). The panel members include
David Strong (Director, Reform of VE, TEC); Gillian Dudgeon (DCE, Delivery
Directorate, TEC); Shaun Twaddle (National Manager, Regional Skills Leadership
Group (RSLGs), MBIE); and Merran Davis (DCE, Transformation and Transition, Te
Pukenga).
Gillian began with the background and what is now occurring.
How to bring together the good parts of our system and bring them together to
make learning better for learners.
David updated on progress. Now in phase 2 after setting up
Te Pukenga in phase 1. Phase 2 is about transitioning all the separate parts of
Te Pukenga into one. Summarised what has happened so far. Education and
Training Act 2020 came into effect. Set up of Te Pukenga, Te Taumata Aronui.
Two pilot Centres of Vocational Excellence (Coves) set up. Interim regional
skills leadership groups established along with six Workforce development
councils (WDCs). The 11 ITOs have put in their transitional plans as TITO. The
Minister has provided guidance on the direction for the Unified funding system
(UFS).
Set out plans into 2021. By June, Te Pukenga HQ operational
and co-design of high level operating model completed. WDCs established. Four TITO ready to
transition. All RSLGs established and functioning. Operational design of UFS tested.
NZQA consultation for redesigning the vocational qualification system begun.
Shaun updated on the RSLGs. How they are constituted and
being developed and convened. These are long term developments.
Merran explained that Te Pukenga is not just a big polytechnic
but a new organisation to bring all the components of vocational education together.
Updated progress on Te Pukenga establishment. By 2023 the new networked
organisation will be established. The scale provides the opportunity to operate
in a different way. Summarised present and future work streams to sort out the
complexities of the large organisation. There is a move from a competitive to a
collaborative model.
Q & A followed.
Following on is the last keynote, with Professor StephenBillett. He presents on ‘enhancing the status of vocational education and the
occupations it serves’. Both occupations and vocational education standing must
be enhanced. Summarised the challenges of VET low standing, influences on
people’s decision making, current high aspirations which VET seems to not meet.
It is an international challenge. Therefore, young people not attracted to VET.
Key global agencies are responding. In many countries VET used to move into
higher education, even though outcomes from HE means lower demand by employers!
Consequences is that VET is now seen to bit be equivalent to
higher qualifications. Occupations status must be addressed if VET is to have
better status. Difficult for educators as there is need to encourage aspirations.
Consequences of low standing include low commitment / interest from government,
educational institutions, communities, enterprises and by young people and
their parents.
Summarised two projects – perspectives of and suggestions by
Queensland students, parents and teachers and evaluation of initiatives across other
countries.
In the first, interviews and focus groups completed with
parents, schools, VET students and teachers. Followed by survey and then
workshops and engagement with communities to evaluate findings from interviews
and survey. Findings indicate school students’ post-school pathways shaped by
parents, teachers and peers and through indirect suggestions (web/media). VET
students more influenced by their teachers. Their families had better knowledge
of VET possibilities. Undecided students drawn to universities. VET specific
occupational focus are barriers for undecided.
Teachers and parents under-estimate their influence and
over-estimate influence of guidance officers on decision making. Job characteristics
and personal preferences important but ranked differently by students and
adults. In general, parents had narrow vide of VET. Guidance officers misunderstand
their roles and student have limited access to career advise. Students want
personalised materials but difficult when guidance officers support large
numbers of students. Engagement with parents and local employers difficult for
schools to organise.
Recommends positioning of VET as a viable post-school
options through public education process; actions by schools to promote, inform
and advise impartially about post-school pathways; VET institutions offering
attractive environments; concerted effort and leadership by government and industry
sectors to promote VET occupations.
In the second project, examples from Denmark (raise entry requirements
and improve educational facilities and institutions, Uk (use ambassadors), Netherlands
(promote high status vet); Germany ( universities of applied sciences)
Switzerland (improve standing by reports on VET connection to work), Finland (applied
universities, Norway (VET teachers have Masters) isreal (technological education
for VET), Spain (engagement with stakeholders).
In all, it is important to promote the contributions of VET
to social and economic objectives of nations. There is a need for impartial
advise, the use of brokers may be helpful.
Josh Williams and Anne Alkema provide reflections.
The forum closes with a poroporaki.
Global Apprenticeship Network (GAN) NZ launch and a Networking function featuring Constellation brands wine tasting closes the evening. Josh Williams, country coordinator for GAN coordinates a range of presentations from various GAN representatives. Laurent Freixe, GAN Global Chair, welcomed NZ as GAN's 16th member. He stressed the need to support apprenticeships as a means to connect young people to industries, especially given the present challenges posed on many countries by the pandemic. Nazrene Mannie reiterated the importance of the role of apprenticehsip in meeting the challenges of the future of work. Josh summarised the purposes and objectives of GAN. Rationalised why GAN is now relevant in NZ. Shared inital work and focuses. In NZ, gender, equity and achievement, employer advisory services and degree and graduate apprenticeships. Encourage joining GAN via www.gan-newzealand.org
3 supporters (Garry, Gary and Annet) of GAN talked about how GAN would work for their organisation and the synergies possible.
A comprehensive range of presentations. Good keynotes and pertinent
panel discussion on the NZ Reform of Vocational Education (RoVE).
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