Thursday, November 12, 2020

NZVET research forum - Pre-lunch break-out streams


After a short morning tea, the breakout sessions begin (5 streams).

The session is moderated by Nyk Huntington.

I attend the session with Professor of Economics -  Gail Pacheco from Auckland University of Technology (AUT) on ‘the expression and experience and transcendence of low-skill in Aotearoa NZ’. Reported on a MBIE Endeavour programme running 2019 to 2024 with 12 researchers from AUT, University of Waikato, Portland State University and the OECD. Includes advisory groups and practioners. General aim to provide empirical base to improve outcomes for low-skill NZers. Substantial fraction of NZ’s adult working-age population have low literacy and numeracy and this leads to poor outcomes across the board. This reports on the first goal of conceptualising and defining literacy/numeracy. Later years will see what impacts interventions have. Collected PIAAC data and the integrated data infrastructure (IDI) – education and training, income, benefits and social services, population, health, justice, housing and people and communities data. Qualitative study with Maori and Pasifika communities.

So far completed: literature review, portrait of the low L/N adult NZ population, returns on L/N skills and reading components, reading engagement and literacy proficiency. Share the ongoing studies across years 2 and 3 to attain a wider picture- across education, labour market, health, justice etc. and in years 4 -5 to complete analysis and provide projections with beginning of dissemination of the body of work.

Then a session with ‘An empirical portrait of adults living with low numeracy and literacy skills in NZ with Lisa Meehan, also from AUT. Presented the ‘scene setting’ piece of the above study using the PIAAC and IDI data. Overviewed PIAAC. In NZ 6.000+ adults surveyed in 2014/15. Worldwide 250,000 across 39 countries. Another round of data due in 2023. Detailed the limitation of PIAAC including emphasis on L/N and the 5 level scale for adults’ literacy and numeracy. This research focused on adults at Level 1 who are able to read and understand basic texts and complete simple mathematical tasks. 12% at or below level 1 literacy and 19% at or below level 1 numeracy. Distribution of L1s much higher with Maori and Pacific peoples and higher in older work force. Characteristics of adults with low L/N include lower years of education and lower health outcomes; less likely to be employed; have lower wage and more likely to have been on benefit; more likely to have been impacted on by crime and justice department engagement. More information to unpack other relationships on the project website workresearch.aut.ac.nz/low-skills

Followed on by Christopher Erwin (AUT) on ‘the labour market returns to L/N skills in NZ. Sought to find out how does work experience affect wages? Years of school and degree affect wages? There are many unobservable factors that affect both wages and schooling; years of school may only reflect underlying cognitive skills; Many rely on estimates from early-career workers in the U.S. but NZ has high levels of skilled immigration and this may provide different findings. PIAAC may be one way to do comparative studies as it depends not just on years at school but actual measures of L/N and problem solving. Used the similar methodology to Hanushek et al. (2015) which found returns of L/N to be similar – higher L/N higher wages. Returns appear to be lower in countries with higher union density, employment protections and larger public sectors. Increases occur into 40s and then decline. Explained quantitative methodology. Classified workers as early working age (16-34), prime (24-54) and exit (55 – 65). Shared findings. High correlation between years of schooling and L/N/problem solving. Concludes NZ similar to many countries (especially Australia) for returns on schooling to wage.

Then shifted across to another stream

In the second round of breakout sessions I attend the session on ‘understanding NZers perceptions and awareness of VET’ with Sean Hennity, Senior Insights Advisor and Nic Quill (TEC). The study was to inform a relevant and compelling marketing campaign. Objectives were to determing perceptions towards VET; understand current decision making journey; understand influences; and apply these learnings to campaign strategy. Interviewed learners, parents, teachers and employers across NZ. A range of learners, influences (parents teachers) and employers participated in the middle of this year. Multi-layered approach required to change VET perceptions as there are cultural narratives, social contexts and individual traits involved. Unpacked each layer. Culturally, VET long seen as inferior option to university and this perceptions persist today. However, cultural shifts driving a perceptions shift. These include  the re-evaluation of education systems, changing industry, new notions of work and success, the cost of education, other ways to be successful (i.e. self made) and the drive towards super-inclusivity. Negative perceptions tend to be stronger in older people and less so with younger. Therefore need to increase relevancy of aligning cultural narratives and alleviate stigma. Introduces the idea of ‘passion’ as a key to driving people to seek further learning. 98% of learners have a sense of what they want to do for their career in the future and are driven by intrinsic motivations. However there are barriers including fear of failure, commitment, boredom, shame, not getting support, debt, etc. Top barriers to vocational education were financial (costs, return, affordability etc.). To circumvent, look at amplifying positives – fulfilment, financial reassurance, provide support and maximise the conditions for success. At the core is the pursuit of happiness and security. Learners currently have limited knowledge around providers, courses and pathways!! Key channels for information were career advisors, school (careers days) and teachers. While there was awareness, there was a gap in understanding VET options, especially apprenticeships.  Perception of VET is not for higher achievers falling away and there is general belief VET offers good experiences and outcomes. Parents want the best path to a happy and secure future with minimal financial consequences. Parents aware of negative perceptions of VET. In general, there is default to university. Pacific parents have heard far more about university than about VET. There is a general low awareness and consideration of post-school options. Shared implications which inform the coming marketing strategy. Shared findings from teachers. Their knowledge of VET depends on school culture; they take a holistic view of students’ needs and may not be familiar with VET; and are time poor to look up information. Need to help teachers understand how VET appeals to students and their parents. Proposed the approaches to reach audience and surmount challenges. For cultural – create a positive cultural narrative and alleviate stigma. For individual – emphasis VET links to work and reassure about aupport and financial assistance. For influencers – showcase VET providers better, emphasise future security, increase knowledge and awareness, show VET pays.

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