APAC TVET - DAY 1

 The APAC TVET (5th and 12th November) along with the China-NZ Summit (9th and 10th November) started today. 

Here are notes from Day One.

Peter Richardson from Te Pūkenga MCs the event. The event opens with mihi whakatua (traditional Māori welcome) with Karl Wixon from Education NZ. He also provided a brief overview and positive support of the reform of vocational education (RoVE) to the international audience. Introduced and acknowledged Minister Chris Hipkins role in leading the RoVE 

Hon. Chris Hipkins, NZ Minister for Education provides the opening address. He welcomed all the participants and thanked speakers and guests for their participation. Shared the story of RoVE with the reasons for undertaking the process. Important to ensure TVET continues to provide NZers with the knowledge/skills to support the NZ economy. Over 600 million NZ$ a year committed to TVET. RoVE seeks to address the serious shortages of specialists skills due to swift and continual shifts in technology and international marks. Flexibility for learners important as learners move between modes of learning (online, f2f, workbased, institution) as their career path develops. Detailed the current 'state of play' with the setting up of six Work Development Councils (WDCs) and their role; the 16 Regional Skills Leadership groups (RSLGs) and where they fit and the advise they provide; the Māori advisory group (Te Taumata Aronui) to ensure Tiriti o Waitangi are honoured; Centres of Vocational Excellence (CoVEs - two set up so far - ConCove and Food & Fibre CoVE). Funding model being revamped to allow for the various modes of delivery (online, f2f, workbased). Qualifications design is being simplified by the NZ Qualifications Authority - allowing WDCs to be agile in developing contemporary qualifications. The most significant is the creation of Te Pūkenga at the beginning of last year bringing the 16 polytechnics (ITPs) and 11 industry training organisations (ITOs) together. Goal for Te Pūkenga becomes a partner across the Asia Pacific region for TVET provision. The future of work pushes the need for the reform to deliver TVET which is responsive and equitable.

The first keynote is with Dr. Grant Klinkum, CE of NZ Qualifications Authority. He speaks on the topic - pillars of a transformational VET system. Reiterated the goals of RoVe - elevate end-user voice; increase learner mobility; and uphold and enhance Crown-Māori partnership. The presentation looks into the  institutional actors (Te Pūkenga, WDCs, RSLGs, and CoVEs) cultural settings (competitive to collaborative), funding arrangements (blunt to more nuanced) with main focus on the following:

- review of NZ Qualifications framework - to include end-user (employer, iwi, professional organisations etc.) voice; include transferable skills; reflect the status of VET; and recognise mātauranga Māori. Currently NZ qualifications framework is hierachical, proposed a shift to a horizontal/semi-circle diagram to reduce it. Mātauranga Māori must be considered through qualification including assessment processes.

- qualification arrangements  

Currently too complex with too many education products; qualifications not inclusive of te ao Māori; multiple programmes and curricula making transferability difficult. Unit standards tend to be narrow and task-focused and complex regulatory environment with multiple approval/accreditation requirements. Need to develop qualifications which develop 'the whole person' and allow for greater mobility. Shared how the industry, WDCs, qualifications, skills standards, micro-credentials, national curriculum, programmes, work together to provide support for providers and the outcomes for learners. 

- qualification assurance

presented on next step up in regulatory arrangements with an invitation to all members to collaborate and share their progress in this area. 

Breakout sessions commence.

1) Amber Paterson, Learning and Teaching Specialist from Otago Polytechnic presents on the learning capability framework which has transferable skills. Across each year of a 3 year degree, 2 - 3 of these will be covered or focused on so that eventually, all the skills are accounted for. Allows for institutional and external evidence to be collected as evidence. Provided an example form the nursing programme which integrated sustainable development goals, microcredentials and learner capabilities. Students work through a community development project. Does not have to be nursing based and can be paid or unpaid. A general aim of the project is to help support change. Capabilities include thinking critically, solving problems, perform community service, practice ethically and participates in behaviour change. Examples of projects presented both in NZ and overseas along with how these are evidenced as 'edubits' or microcredentials which stack towards a qualification as a community development practitioner. Assessment is through a customised 'eportfolio'. This edubit is also aligned to the competencies required for registration by the Nursing Council. The edubit is also transferable to other programmes if students decide to change career pathways. Feedback from the students have been positive. The concept to be now 'rolled' out to other programmes e.g. occupational therapy.

2) Stuart Martin - Learning Design Manager for Skills Consulting Group, NZ on ' altenative qualifictaions. Microcredentials - competencies, skills and learning outcomes derived from assessment based, non degree activities and aligned to specific, timely needs in the workforce. Digital badges are one way to accredit microcredentials. Portable as they are stored on 'blockchain' type sites and have increased in number, type and range. Discussed the advantages and challenges of icrocredentialing. Large global corporations (IBM, Amazon, Microsoft etc.) develop microcredentialing systems to assist with capability development. Shared NZQA defintion of microcredentials. NZ one of few countries to include microcredentials into their qualifications framework. Shared progress across other countries on the emergence and incorporation of microcredentials into their frameworks. 

Following on, a panel discussion from the World Skills Champions Trust with Lee Hee Dong (Korea), Pearl So (Hong Kong), Nick Johnston (Australia), with Anna Prokopenya (Russia) (Moderator)  and MC Jim So. The panel are alumni from World Skills competitions and are great role models of TVET careers.Each introduced themselves, how they chose their profession, leverage off their experiences at World Skills and what they are up to now. Diverse occupations (exhibition designer, pastry cook, CNC milling engineer, cabinet maker). All passionate about their craft and lifelong learners. The Trust supports champions to share their learning and mentor/encourage others into TVET careers and provides a network to share practice. Discussion also revolved around status of VET compared to HE; parental and societal expectations; and shifts in young peoples' perspectives on self-actualisation through occupational identity. 

Ben Burrowes (based in Singapore) from Education NZ introduces the closing keynote for the day with Marc Gomes, Senior VP for the Adecco Group (a Human resources company) based in Switzerland. The theme is the 'future of work and the upskilling of the global workforce'. Discussed the new normal brought about by the pandemic (hybrid working, shorter and flexible work week, burnout, leaders need to reconnect to disconnect, and the great evaluation (rather than the great resignation). 

Skills intelligence is key to proactively match talent demand. Anticipation of skill needs is important going forward as attainment of skills requires time. The greatest and most precious asset is human, not mechanical/robotic or digital. Still difficult to replace the inherent versatility and creativity of a human. Therefore, important to nurture and continually develop all workers. For workers, lifelong learning is required to fight against expotential skills obsolecence. Skills to continue learning is a key for all VET and HE programmes. 

Ben closed the day with a reminder on the second day of this conference next Friday and next Tuesday and Wednesday. Closed with a karakia.