NZ Vocational Education Research Forum - Day 2

Another busy day at the conference :)

Greg Durkin, Director of the Building and Construction Industry Training Organisation (BCITO) opens the day. Greg began with an appropriate whakatuaki (Māori proverb). He summarised the contribution of VET to supporting and progressing the Aotearoa NZ economy and the need for parity of esteem and recognition of qualification levels for all disciplines. 

The day's first keynote is with Honourable Erica Stanford, Minister of Education. Detailed the work being undertaken to review the education system to increase equity, parity of outcomes, and lifting the standards of school-based education. Teachers are being provided with development to enact structured literacy and numeracy. By the time students complete their schooling, their literacy and numeracy will support their further educational journey along with their lifelong learning. National qualifications also need reform and require review as well. There is a lack of consistency and a lowering of the bar of the entry into tertiary education. Therefore, standards in literacy and numeracy require focus to ensure all NZers are set up for future success. Vocational and educational pathways need to be on par. A National qualification needs to have industry-led and educational that have parity. 

Encouraged the need for industry to be engaged to ensure that the curriculum has the knowledge and skills required to young people as they leave school. The Industry Skills Boards (ISBs) will need to play a key role in connecting the different workflows. Curriculum reform to a knowledge-based and industry-led will be a key. Equal value is assigned to these so that it increases the parity between vocational and academic. 

Then the second keynote is with Craig Robertson, CEO of the Victorian Skills Authority. He presented on 'The vocational renaissance (with some international reflections)'. Began with a overview of the VET landscape in Victoria / Australia and the history of the TAFE sector's ups and downs along with the ways VET is structured (stand-alone / independent, federation model and centralised). Then discussed the similarities and differences between Australia and Aotearoa NZ. 

VET in both countries inherited from the UK and still follows this model still. Reiterated the importance of policies, government roles on how education systems affect the country's economic and social aspirations. Used fireworks as an example of a linear process and digitisation which is much more flexible in the way the data can be reconfigured to create many variations, Summarised industry 4.0, examples and its impact on VET. The historical impact on jobs shows that males with lower education have had relative wage decline. Society has had a narrow, one-dimensional view of human talent and privileged cogntiive/white collar work. The cost is that there when AI arrives, we are unprepared for its competition. Work is more than cognitive. Summarised the changing nature of work with the rise of the new technician. Division of labour from the late 1990s is now shifting with there being less managerial and intermediate/coordinating jobs. Small businesses do not fit the larger organisational companies. The new worker needs to have a broad occupationally oriented skills, coupled with a sound understanding of the relevant theoretical principles. Check Lewis (2025)  innovation, tehnician and VET in JVET. 

Introduced the work of Jobs and Skills Australia's report of the impact of AI on work. Compared the % workforce potentially exposed to automation and those to augmentation by AI. AI will have most impact on cognitive work but less so on VET type work. VET workers will rise to the fore as a choice for sustainable careers. Shared a report from Vietnam of the effect of technology as an example, Critical thinking, written/verbal communication, numeracy, complex problem solving, etc are much higher in necessary than basic digital skills. AI is set to increase GDP due to its potential to augment human capabilities. It is important to think beyond a linear approach to training. Need to think about new skills with many 'programming/writing' jobs compared to physical labour. Focus needs to be put on science and thinking skills (i.e. the critical technical skills - VET). 

Summarised how various countries deal with the above. England has continued reviewed qualifications  - e.g. O, A, T, V levels in an attempt to cater to the large range of students leaving school. NZ moving from unit standards to skills standard. VET in schools moving to skills standards and equal volume of learning. focus on competence, provide flexibility and assessment and portability of learning. Australia moving into purpose-driven qualifications - type 1 competency to occupation; type 2 - competency to industry; type 3 - application of skills and knowledge driven by learning outcomes. Implementation of this concept has been a challenge thus far. Recommended to read Mark Carney's book 'and economist's to guide everything that matters'. 

 Sessions continue. 

First up, Greg Durkin and Phoebe Gill (Scarlatti) present on a ConCOVE supported project  'The $750 million question: who really pays for apprenticeships? Began by introduction of the rationale for the project. In the construction/infrastructure context, industry, government and taxpayers want a highly training workforce, better quality housing and buildings and who is doing the investing in training. Asked 'do you think employers spend more on wages or time spent on support? How much time does an employer spend on support per apprentices per month? What extra costs employers cover for their apprentices? 

The survey undertaken with 317 BCITO employers, industry specific pates online and modelling and extrapolation. Five categories of employer contribution - annual wages and block course fees; wages during block course; development support; time for pastoral care and engaging with provider. Interpretation complicated as there are many ways to define support, employers may not actively measure this, some could happen without formal training, no ROI, benefits and the study is selective pool of employers.

On average $28,000 per apprentice (range from 10000 to 70000). The vast majority is time put into pastoral care and provider engagement. These include one-on-one check-ins, career guidance, buddy system etc. Around 17 hours a month across supervisors, peers and apprentices. A bit of time saving if there are multiple apprentices. Time mostly in meetings with training advisors, reviewing workbooks, and completing evidence. Average of 10.5 hours from employers/supervisor and apprentices with BCITO. $$ support mostly for consumables, tool allowances, transport, meals/drinks and counselling services. Therefore, estimation of $100 per apprentices per month - which excludes consumables and tool allowances. 2/3 accessed subsidies to support block courses (fees and apprentice wages). Common to pay annual and block course fees, some split the costs, in general it was an all or nothing approach though. 90% paid apprentices for attending block course.

Most of the $$ is in the form of time ($637 million) but these are engaged employers and there will be wider variants across the construction industry. For BCITO/earnlearn apprentices (22,000apprentices) $659 million and Connexis/earnlearn (3,600) $104 million. What the employer gets back is more productive workers, return of 3x to 10x on the $$ /time put in. Well trained employees are crucial to a successful business and they can only import them, steal them or create them through apprenticeship. 

Then Dr. Mark Bradford, Claire Le Grice and Fiona Melrose from Skills Group/ Institute on ' ideas that RIPPL: a system level practical approach for disseminating research and innovation. Change is challenging, so how can people thrive through change? Fiona began with an introduction. The team work at Skills Group which exists within a wider sector context of reform, consolidation and disruption. RIPPL is a system level reproach that connects research, teaching and professional learning. Research belongs to everyone in the organisation. Uses a community of practice framework to bring together teams and to help socially construct solutions. The process needs to be psychologically safe so that people feel safe to experiment without fear of judgement, learning and creativity accelerate (Edmondson, 2019). 

Mark overviewed the background and ways RIPPL was developed. Used ZEME as a case study of the application to increase creativity and innovation. Ran 34 workshops and generated 90 pieces of work to disseminate what was learnt. 

Fiona continued with examples on how research can be empowering for many people. Research can be undertaken by everyone. Claire continued with details of the process. Especially how to engage people in the process - trust is important - opt-in freely, keep it playful, experiment with joy, honour the clock. 

Plenary from Dr. Michael Johnston from the NZ Initiative on 'vocational subjects for senior secondary school: What will it take to get it right? ' from his work on 'trade routes: charting new pathways from secondary school to industry training. Shared data of activity for 16-19 year olds and 20-24 years. In general, at 16 - 19 60.1% still at school, 10.9 in degree and 10% involved in workplace learning, dip study, certificates 1 -4 and workplace based training 11.3% are NEETs. By 20-24 most have left school, 23 % in university 55.7% in employment, 10% in via and 13% still as NEETs!

Schools primarily geared to teaching the NZ curriculum which morphs into a track to university at around year 10. We do not want to have a sieving mechanism earlier (as per countries in Europe/Asia). There is no equivalent of university entrance for VET. Limited basis for young people to make informed decisions (pathways and earning potential important). Culture seeing VET as a second rate option. A step in the right direction starting with the current change to the school curriculum. The NZ Certificate and Advanced Certificate of Education will replace NCEA in 2029 and 2030. Assessment for vocational subjects is likely to be through industry skills standards (replacing unit standards). Each subject can be split in two to total to 40 credits. These will either provide the NZCE with 40 credits in vocational learning or be used to provide students with an opportunity to try out a few industries.

Skill standards tend to have a workplace-based assessment, This may be difficult for schools to organise. Advantages of skill standards have potential to escape the stigma attached to unit standards (atomised, disintegrated); common requirements in skill standards as they need to be conducted in the workplace; 'indicate content' could facilitate curriculum development; and partially completed vocational subjects can be ported into tertiary institutions. 

Challenges of skills standards include common requirement to be conducted in the workplace, intention to report on 100-point scale with overall grades for each subject; and higher grades at the subject level will be needed to establish parity of esteem. Therefore, there will be higher grades for subjects (rather than standards); criteria for skill standards should represent as many levels of performance as assessors can reliability discriminate; graduate profiles for level 1 and 2 qualifications could be a good place to start; and purpose-built standards may be more coherent than using existing ones. Contextual considerations include that work-integrated learning opportunities will be essential; students should often be expected to transition during the school year; dual enrolments should be commonplace; VET must become business-as-usual for schools; and ISBs must be in it for the long haul. Schools need a better integrated system as currently they are independent entities and this has let to too many variations. 

After lunch, a session with Dee Earle, Principal research analyst from the Ministry of Education on 'from school to skilled work: monitoring the impact of Gateway and Trades academies'. This is based on a recent report. Gateway started 2001 and trade academies in 2010. Summarised the objectives of each. in 2024, 15,455 in 380 participated in Gateway and 11515 students in 24 trades academies across 402 schools. Both increase student retention, raise NCEA level 2 achievement and support transition into further education and employment. 17% of students participated in both.

Followed 2014 cohort - 16 then and 24 in 2023; and 2018 cohort who are 20 in 2023. Included students that took part and did not complete and students who did both.

Limitations were summarised - what it does and what it does not. Evaluated if they completed school/tertiary qualification, ever been an apprentice and in employment.

Findings are: similar outcomes for Gateway and Trades academies; most stayed in education at 17 and achieved level 2 or higher by 18; men likely to enrol in apprenticeships but low for women; men in employment, positive benefits, Covid 19 resilience identified, and trade academy effectiveness maintained even when numbers participating increased in 2019.

Both programmes improved outcomes for participants. Pathways into VET stronger for men, smaller effect for Māori and Pacific and little to no effects for women. Employment outcomes revealed strong effects for men and than women. Smaller effects for Māori and Pacific. Q & A followed.

A panel convenes to discuss the 'future of VET research'. 

On the panel are Arthur Graves and Katherine Hall with Josh Williams as moderator. Katherine shared a vision for centre of excellence Summarised the challenges laid out for VET, completions, funding, qualifications and skills. Large number of workers needed to support infrastructure but training plays an important way. Whether the changes to VET / school curriculum is able to deliver the skilled/trained workers required. There is already research out there and we need to draw on these to inform the way forward. 

Arthur shared the food and fibre centre CoVE story - there is value in applied research. F & F had beginnings through collaboration - government agencies, providers, industry. The CoVE was positioned to be industry-led, government funded and learner focused. The value proposition was to invest in transforming of the talent pool and growth of the food and fibre sector. 

Summarised some of the projects undertaken. Discussed the challenges of implementation. Funding in research has been funded through CoVEs, Ako Aotearoa which are external to where the challenges occur. Collaboration is still required to apply research towards solutions. 

What does CoVE mean? Katherine shared the vision of how to reimagine the centre of excellence. Innovation Lab (design) informs education (future proofing) and resources (to benefit industry). Also can be used to support advocacy plus feed back into think tank (research) to continue the process. 

Arthur discussed the need for an interface between school/tertiary education/industry rather than to think about the process as transition. Making progression and going on a journey are not transitions. They are inter-related and should be a progression. A structured interface (from 16 - 19) needs to be better organised. Dual enrolments are possible through legislation etc. but leadership is required. Dual enrolment needs to be explicit and be a standard rather than an option. 

Katherine was asked to select 3 ConCOVE projects. Difficult but degree apprenticeships, Tui Tuia, and the 'bystander series' were the ones that she selected.

What can we do as a sector that can be done to support future VET research? Use the opportunities for the secondary/tertiary system change. Slido pol followed to collect perspectives on the forum and to gauge appetite for another forum next year. 

NZVET Research forum - Day 1 MORNING

 The Vocational Education and Training (VET) Research Forum has been reinstated and runs today and tomorrow at Te Papa (the national museum) in Wellington.

The Forum is opened with karakia and mihi from Building and Construction ITO (BCITO). 

Josh Williams (who MCed the event) welcomed the conference participants and ran through housekeeping and health-safety along with a ice-breaking session and a introduction to the conference, its purposes and the journey following, including that the system has always centred around people. 

Jane Kennelly, Director of People, marketing and stakeholder management at the Skills Group undertook the formal welcome and introduced the Minister. She celebrates the coming back of the forum after five years and summarises the many advantage afforded by undertaking research and its application to practice.

The first keynote is with the Honourable Penny Simmons, Minister of Vocational Education. Presented a positive approach to the future of VET in NZ. Reiterated the importance of strong pathways from school, both into VET and higher education. Supported that partnerships across the many players in the system and that these need to be well-connected. Regional challenges for youth unemployment needs to be focused on, apprenticeship completions need to be increased (from under 50%) and also strong alignment with industry important, Centralisation does not meet regional and industry needs. Therefore, the shift away from it will ensure better future progress. Reiterated the changes being undertaken to reinstitute polytechnics, and establish Industry Standards Boards (ISBs). This puts decision making back to the regions. Industry driven, locally led and regionally informed. $20 million in 2026 and 2027 to ensure that access to VET continues, especially in regions with high NEETs. Research needs to be relevant, application and informed by industry. Time for Q & A. Research funding possible through the new 'PBRF' (perhaps 9 million) and through ISBs (being worked through). Financial stability across the sector key to moving VET forward. 

Following on is a keynote with Katryn Rowan (Executive Director) for the Global Apprenticeship Network (GAN). Strengthening connections between youth and employer - Tomorrow's future-ready workforce. Summarised the vision and mission of GAN - to champion quality apprenticeships as a key driver for workforce development, social mobility and economic growth. Has been advancing apprenticeships for 10 years with 10 networks around the world along with key corporate members and partnerships with ILO, OECD, IOE etc. Presented on the rationale for GAN - too many young people leave school without clear paths, persistent bias towards university, employers struggle to find skilled talent and apprenticeships help increase inclusion, social justice and growth. NZ snapshot as someone coming in from the outside. NZ ranks 3rd in OECD in field of study mismatch. 30% of school leavers go to university. 60% lack a structured post-school pathways. Performance focused on course completions more than career outcomes. Upcoming NZ 'industry-led' secondary subject is a positive move. Then overviewed the international global challenge. 13% of youth employment (x 3.5 of adults); 261 million NEETs; 75% of employers report difficulty filling roles; 63% say skill gaps are a major barrier to growth; and 39% of skills will change by 2030. 

Shared that the consensus of the way forward to be the benefits to individuals and companies of work-based learning, clearer pathways and VET. ROI of apprenticeships proven across many case studies. Partnerships are important. Private sector/ businesses crucial. They see emerging skills first; provide real-world 'classrooms'; and bring structure and innovation. Advocated for a 'skills-first' focus, not just on qualifications. Shared the GAN corporate champions for apprentices (CCA) who are companies committed to supporting quality apprenticeships. Shared case studies from L'Oreal, Nestlē and Tassaroli S. A. in Mendoza. Key items include shared curriculum and involvement of key /crucial stakeholders for skills design and forecasting, shared training assets, flexible and targeted WBL, career guidance and early exposure to choices, SME engagement, data and governance. Vision, collaboration and results help provide direction going forward. 

After morning tea, a series of sessions organised into two streams.

Dr. Gemma Piercy from University of Waikato on 'where to next for lifelong learning in Aotearoa NZ'. Asked what has happened to the term and practice of lifelong learning? Is the policy focus on front-end education investment a barrier to lifelong learning? Lifelong learning - orientation to learn over the lifetime, acknowledging portfolio careers requiring continued learning.

NZers have increased completion of qualifications, with small sector of population with no qualifications (2023 - 12%). Lifelong learning became important through 1990s with 1/3 of workforce with no qualifications. Industry training increased. Tertiary sector - student loans, skills training tied to completions etc. Do we still depend on the market model - as this may no longer be fit for purpose. 2000's pivot towards 'front-end' loading with state support for short qualifications. 2010's tightened eligibility/ incentives. E.g. no student allowances/ loans to older NZers, late-life transitions harder to fund. 

Lifelong learning still needed due to rapid tech change, second/third chance need rising, capacity gaps in current policy levers, literacy issues identified amongst school age students before Covid, increase in precarious work and portfolios careers remain. What is the right mix between 'front-end' and balanced systems. There is a need to design policy for continuous upskilling and transition. Proposed restoration of genuine lifelong access. 

Then Camilla Karenhana from Ringa Ora on their project ' Tirohia ki tua - the impact of Māori in the service sector. Told the story of growing up through various economic changes and how this connects with the work being undertaken. In the community services sector, important to understand the impacts economic consequences on communities and individuals. Deficit view needs to be flipped. The ecosystem of how they work is through building relationships. Historical issues of mistrust need to be worked through before progress can be made. Relationships need to be genuine, build on trusts and not just on outcomes. Wānanga take place which are to listen, be open, identify what can be done, and be about them. Tuia was to connect Māori across industries. 

Went through the resource  (Tuia 2025) developed and how this can be utilised. 

Lunch followed to recharge after a busy morning :) Good to be back with kindred spirits. 

Webinar notes - Trade Routes: Charting new pathways from secondary school to industry

 Attended the webinar organised by the NZ Initiative. 

The event provides an overview of a report on 'Trade routes: charting new pathways from school to industry training'. 

The webinar's description - Drawing inspiration from Germany's successful dual-training model, Josh Williams and Dr Michael Johnston will discuss initiatives in secondary and tertiary education to enhance the status and quality of trades and industry training.

Notes taken:

Oliver Hartwich provided overview, introductions to Dr. Michael Johnston and Josh Williams and chaired the webinar.

Sli.do hosts the Q & A -

Observed that 65,000 Students leave school each year and about 1/3 go to university. Only 6% take up apprenticeship and 7% are NEETs (sigh).

Cultural aspects in NZ mean most take the university as there is lack of visibility of alternatives and much lower esteem for trades work.

Education is not cohesive. The pathways from work into alternatives to university are not easy. Vocational pathways need to attain parity of esteem with higher education. Proposed several ways to bring this to fruition.

It will take time but there is a need to start the pathway at school, rather than post school.

For apprentices, starting on lower pay and moving to full pay will encourage employers to take on apprentices. A bonding system may be useful for apprentices to stay a few years with employer, post completion of the apprenticeship contract.

Also suggested the fee free for degree students be diverted to apprenticeships, which will cover most of the training costs for the 6% of school leavers moving into apprenticeship.

Work Development Councils need to be given wider scope. Instead of appointment by government, they should be appointed by industry and not only be responsible for standards setting but also approval for programmes/ and supporting providers (secondary schools) to set up themselves.

Need to be a progression from school on to tertiary / apprenticeship rather than a abrupt shift.

Josh contributed the Forward for the report. Important to not just 'drag and drop' the German dual system across but to think through the things that will work for us in Aotearoa.

Provided a background on how a decade ago, Youth Pathways was launched, along with Arthur Graves. There are initiatives - STAR, Gateway etc. but they not always well coordinated. Specialising at high school may be difficult later on, but they provide a good start.

Provided some examples of schools that are doing good work in this area. Important that all the ones who are successful have good connections and networks with their local communities, employers and industries.

The ecosystem to support change in this area needs to be undertaken but requires multiple connections and a holistic understanding to work out what will work.

Q & A ensured of the 30+ questions collected on sli.do.

Interesting presentation and some recommendations make good sense. Had to leave to be at another meeting so missed the bulk of the Q & A.

Writing for a non-academic audience - how to teach vocational education

 I chanced on a book review of my book published in 2020, 'Identity, pedagogy and technology-enhanced: Supporting the processes of becoming a tradesperson'

The author provided good overview of the book and relevant feedback. That the book was academic in nature and difficult to access if one was a practitioner. This reminded me of an blog written in 2015 (yikes, almost 2 decades ago) on the reasons why I wrote journal articles. In the blog, there was a reminder to write for the audience and the importance of writing to inform practitioners!

My original plans were always to follow up the 2020 book with a practitioners' guide. However, other events, the pandemic (leading to the book - digitally enabling learning by doing), the reform of vocational education in Aotearoa (co-editing reshaping vocational education), and then the emergence of AI (book in peer review) meant my energies became diverted to other projects.

Therefore, it is important to keep the need to write for a non-academic audience, as a priority on my list of things to do. Firstly to find a publisher and secondly, to investigate the best format that will appeal to the readers. 

He Ruku Hohonu - supporting Mōari apprentice carpenters

Unable to attend the synchronous presentation of He Ruku Hohonu, held at the end of March. Instead, the efficient organisers provided access to a recording. The presentation is well worth watching as it provides a good example of rangahau (Maaori research approaches) and contributes much to a better understanding of how to meet the needs of all learners.

This project is a partnership between ConCove Tūhura and Te Kōrari Rangahau, Tui Bradbrook, Susan Luke and Jamie Ihimaera Smiler and has been funded by the ConCove Project Fund. The report can be found here along with the literature review. 

The recording of a presentation is archived on YouTube. 

The research draws on the small corpus of work undertaken in the last 2 decades - many funded through either Ako Aotearoa or through the ex-industry training organisations (ITOs). For construction-related industries research funding has been provided through the BCITO.

The research is important. Statistics are worrying for Maaori - in 2018, 2,455 began apprenticeships. By 2022, there were 584 successful completions, 601 were still engaged but 1296 had left the industry.

The literature review looked through 65 articles published in the last 15years and categorised them into 3 groups - whakamana (39), whakakaha (18) and whakaihihi (8). 15 of the most relevant were summarised and the 65 articles synthesised with 9 kaupapa (themes) identified. Of note is the need for sector capability with capacity constraints and that current interventions which are not specifically designed to support Maaori, perform poorly for Maaori.

Interview data was gathered from students, teachers, iwi, whanau (family) and kaiwhakawhihi mahi (assessors).

Kaupapa Maaori theory analysis underpinned analyst. Tino rangatiratanga (self determination), Taonga tuku iho (cultural aspirations, ako Maaori (culturally preferred pedagogies), Kis piki ake (socioeconomic mediation), Whaanau (extended family support) and Kaupapa (collective philosophy). 

Findings for each theme from each group of interviewees were shared.

Recommendations included: celebrating aakonga success; clarifying pathways for continuing education; strengthening kanohi ke te kanohi (f2f( delivery; integrating marae infrastructure into support and delivery; communicating better with whanau; establishing peer support infrastructure; establishing a clear timeline for tracking progression; increasing access to academic learning support; and providing comprehensive mentoring and wrap-around support.

Going forward, the challenge is how these recommendations and findings can be enacted. 

Professor Thomas Deissinger - University of Konstanz on

 Professor Thomas Deissinger from University of Konstanz in Germany, is in Aotearoa NZ to look into the NZ VET system, especially post- RoVE. Today, he visited Ara and provided Te Pūkenga kaimahi (people) with an overview of the German VET system. 

Professor Deissinger's visit comes near the end of his travels to Australia (Brisbane, Adelaide) and Aotearoa (Wellington and Christchurch). His research includes study of anglophone VET systems in the UK, Canada and Australia and Aotearoa is now being added to his sphere of research.

I met Professor Deissinger at several of the INAP (Innovative Apprenticeship) conferences and it always good to be able to touch base f2f with someone who is researching in a similar area. 

Notes taken at the presentation this afternoon:

Covered the German VET context; Teacher Education in VET and the University of Konstanz context.

Summarised the German Education and how VET fits into the overall scheme of things. Highlighted different pathways learners may progress through. There are 1.26 million young people in 2021 who undertook apprenticeship through the dual system.

There has been a decline of demand for apprenticeships from school-leavers. Companies and vocational part-time schools train young people in 324 different occupations. Summarised characteristics of the dual system. 'Chambers' of industry bodies are supervising bodies for in-company training. There is no direct progression to HE. Teachers and trainers have formal qualifications. Trainers qualifications are supervised by the chambers.

Described the 5 'sub-systems' of school-based VET and then detailed the various types of vocational teachers - Master / degree in teaching and discipline, other disciplines degree, technical teachers, side entry from employment with degree in discipline. 

For 'scientific teachers' (the ideal) 5 years to complete Master degree, proof of practical work experience (as apprenticeship) and passing a state exam after 18 months of initial teaching. 

In general, students have one major or two in their discipline degree, take on 'seminars' for training and further education (pedagogical knowledge), then 2nd phase of 18 months of internship (teaching 11 lessons instead of 25 a week) before taking the state exams.

Tertiary Education Union (TEU) organised session 'Talking Te Pūkenga'

 Notes from this morning's session, organised by the TEU, bringing together six speakers who represent the Quality Public Education Coalition (QPEC). John Minto, deputy chair of QPEC, facilitates the session. Each speaker speaks for 10 minutes, followed by 5 minutes of Q & A. At the end, discussion on the strong themes through the presentations ensued.

The speakers are:

• Tina Smith (Tumu Whakarae/President, TEU)

Speaks on 'From Vision to Reality'. Began with a review of the intention of the reform of vocational education (RoVE) and some agreement with the need to change. Change sought to remove the unhealthy tension between ITOs and ITPs, Wānanga and PTEs to better encourage collaboration. There has been continued financial stress with rolling sequence of reviews, restructure etc. The vision is laudable - learners at the centre, support employers to recruit and develop skilled, productive employees, support communities and regions to flourish; and system need to adapt to change and have new educational models. 

Reviewed history of ITPs, evolution from technical colleges to become community polytechnics. The emergence of ITOs. Introduction of degree and master programmes into ITPs and the workplace assessment vs education tension. Reviewed the impact of the funding system, e.g. more than 1/2 of income for ITPs came from non-government funding (i.e. international students, student fees). IN 2017, VET provision was only 1/2 provided through ITPs, the rest was through ITOs, Wānanga and PTEs. ITPs bore the brunt of underfunding with $$ having to be injected to keep some afloat. Therefore the new unified funding system will have a major impact. Finished with the need to grow hope and that Te Pūkenga charter, requiring collaboration, equity and meeting Te Tiriti principles sets up a way forward. 

• Alby Fitisemanu (Senior Lecturer, MIT)

Focused on 'embedding a culture of appreciation'. Has faith in Te Pūkenga but a 'start right'/ 'stay right' has been someone derailed and a cause of some angst at the moment. Used the metaphor of a car. A state of the art Lamborghini cannot meet its potential if it has a lawn mower engine! Therefore conditions of work for Te Pūkenga kaimahi, if of importance. Resourcing, stability and recognition required to support kaimahi to give of their best to ensure ' learners are at the centre'.

• Prabhat Chand (Senior Lecturer, Unitec)

Presented on the topic 'RoVE and its implications on trades training. Defined VET, Work-based and work-integrated learning, the implications of the unified funding system. Work Development Councils and their roles and the lack of consultation with VET educators as they have been constituted. Also covered briefly 'skill standards' and microcredentials and their major disadvantages with poor contribution to holistic development of individuals. 

Agree that Te Pūkenga has not provided consistent information or understood clearly the differences between work-based and work-integrated learning.

• Irene Farnham (Graduate Student, Unitec)

Has had a comprehensive portfolio in student representation within the ITP system. Discussed the implications of the amalgamation under Te Pūkenga for students and their communities. Especially for the identity of place and how Te Pūkenga maintains and honours local stories and traditions. Mitigation the disconnections created through centralised services requires careful introduction and development. Raised the concern as to how Māori, Pasifika, the Tiriti will actually be enacted. Requires concerted professional development, of which, for the moment, there has been no specific information.

From the student viewpoint, online learning may not be the most relevant delivery for all disciplines, or all students. Need clarity on who in Te Pūkenga listens to the learner viewpoint. Some anxiety and stress from learners due to the ongoing uncertainty.

• John Snook (Chief Executive, WITT)

Committed to ensure Te Pūkenga lands effectively. Has had a role as a critical friend through the process thus far. RoVE sought to try to address the result of the neo-liberal era in 1990s Aotearoa. VET is still not well-defined. Proposed (tongue in cheek) that VET is vacation education due to low productivity. A sound VET should contribute to increased productivity for ALL. Equity challenges and participation are now aligned across QPEC, Te Pūkenga and TEU. However, how is Te Pūkenga going to fare?? The QPEC article provides good overview and background  Raised the spectre of microcredential vs a holistic qualification; the on-ging challenges of sustainability. Important to treat teaching as a profession, not outsourced to employers; define what Te Pūkenga is and what it is not; ensure learners have actual choice; ensure WDCs listens to and acknowledges the educator voice; and harness the strengths of centralisation while allowing local autonomy and innovation. 

• David Kenkel (Senior Lecturer, Unitec)

Spoke on 'unquiet ghosts' neo-liberal hauntings in the RoVE. Neo-liberalism has not gone away :( Ministries still exhibit traits of the right and seem to have brought in people with this to set up 'reformed' institutions. Used Polanyi's work on unregulated markets which lead to devastation of human relations and the environments we depend on. Critique manageralism and neo-liberalism as fundamentally opposed to democracy. Management is a skill best kept from the day-to-day minutiae of knowledge which accumulates as a result of doing the job. Collectivism interferes with the free flowing of the market and there for anti-neo - liberalism. These explain why kaimahi have not been listened to.

Cynical viewpoint is that the market needs workers - they are 'better as an un-educated, uncritical workforce and the new 'ITP' sector is being pushed towards this through the system. To 'deliver' qualifications which are standards developed by a separate organisations (WDCs). Markets do not work well for banking, education and health (social goods). New manageralism (following neo-liberal doctrines) should not be inflicted on organisations tasked with social good. 

Advocates a clear and deliberate approach of solidarity that equates education with not just skills for industry but rather, also have the capacity to critique our societies. Vibrant activist unions are critical. Neoliberal policies will not disappear quickly and we need to be prepared for a long fight! Education is not just about skills but to enable people to meet their potential, to critique society and prepared to contribute to the wider community.

Strong themes - 'how do we prevent education being a commodity'? 'How to bring through the authentic student voice'? 'RoVE focused on what employers want, is it useful to address this to ensure education is of importance, not just skills, also discussed by the panel. See ppt from 2020 QPEC conference on 'learnings' from the Unitec 'neoliberal' focused restructure - 2013 - 2017. 

Reimagining decolonisation - book overview

 As the Māori whakatauki ‘ahakoa he iti he pounamu’ implies, this book - Reimagining decolonisation, is ‘although small, a treasure’. I downloaded this book on to my ipad late last year (just over NZ$5) and read it a couple of times over the summer. The book covers important concepts and uses accessible language, stories and metaphors, to explain the impact, implications, and challenges of ‘decolonisation’. It is important for all kiwis to read as the country wrestles with the many consequences of over a century of colonisation and lip service to Te Tiriti o Waitangi – the treaty signed between Māori tribes and the British crown.

Decades of Māori assertion for ‘honouring the treaty’ is very slowly making its way through the social fabric of Aotearoa. As an immigrant I have always been grateful for ‘biculturalism’ as it means kiwis are (in the main) cognisant of the need to have empathy for a range of cultures beyond their own.

However, ‘decolonisation’ is a long journey, and Aotearoa is very much at the beginnings of the journey to redress past injustices; provision equitable access and public service to all; and to forge actual lasting, respectful, and meaningful partnership between the tangata whenua  (original inhabitants of Aotearoa) and those who have come later.

Imagining decolonisation (just over 100 pages) provides an accessible introduction to the Aotearoa context. The seven authors, (Bianca Elkinton, Moana Jackson, Rebecca Kiddle Ocean Ripeka Mercier, Mike Ross, JennieSmeaton and Amanda Thomas) are mostly based in the Wellington area, a few related and members of the local iwi and most with affliations to Victoria University. There are five chapters, with an introduction and a collection of notes.

The introduction by B. Elkington & J. Smeaton sets the scene using stories of the authors past, growing up around Titahi Bay /Porirua - a seaside suburb North of Wellington. 

M. Ross writes the first chapter ‘the throat of Parata’, using Māori narratives as a way to introduce the concepts of decolonisation. It introduces the Māori approach to presentation, by way of stories and analogies, rather then through direct prose.

In the second chapter, O. R. Mercier undertakes a discussion on ‘what is decolonisation’. This chapter sets out the many lenses through which decolonisation can be viewed. These 'lenses' have often been constructed by non-indigenous writers, researchers and thinkers. There is a need to listen more closely and honour the indigenous voice, as they bring a different way to look at the world. Not only through the largely westernised rationalistic approaches, but through more holistic and ecologically grounded ways which are not divisive but collegial and collectivist. 

R.Kiddle follows with a chapter on ‘colonisation sucks for everyone’ providing the argument for why an understanding of decolonisation is so important to Kiwis, if the country is to move forward as a unified nation with emphasis on empathy and equity. It is important to understand the various viewpoints of many, but in the end, to work together to bring social cohesion which is also equitable for all.

A. Thomas’s chapter ‘Pākēha and doing the work of decolonisation’ unpacks the ways everyone should apply to their lives, to ensure ‘decolonisation’ is not a word which is just bandied around, but actually becomes the foundation for future and current aspirations and goals. Everyone must play a part.

M. Jackson then closes the book with ‘where to next?’ decolonisation and the stories of the land’ by setting up the challenge to all, to be activist and not just spectators. To contribute and not be ‘done to’.

The notes are worth a follow up, especially the journal article by Tuck and Wang (2021) which deconstructs ‘decolonisation’ within the North American context.

APAC TVET forum - 2021 China - NZ Higher vocational education summit - DAY 1

 This afternoon, the first session of the China-NZ higher VET summit begins. I hop in and out of sessions to fit the presentations in with other work commitments. Realtime translations of presentations are availble to all participants.

Notes taken below:

Peter Richardson from Skills Consulting Group begins amd MCs the session.

The session opens with welcome from Lisa Futschek, General Manager International for Education NZ and Xu Yongji, Deputy Director General, Department of International Cooperation and Exchanges, Ministry of Education China. Lisa summarised objectives of the conference as a means to share learning on Aotearoa NZ's RoVE (review of vocational educaiton) and the increased status and prominance of TVET in China. Lisa overviewed briefly some of the presentations today and tomorrow. 

Xu Yong Li reiterated Lisa's welcome and the objectives/goals of the summit. Summarised the evolution of the cooperation between China and Aotearoa on TVET policy/systems and for continuance of the initiative, leading to benefits for both countries.

Then opening addresses are made by Tony O'Brien, Director SINO-NZ programme at Wintec and Xing Guanglu, Vice President at Qingdao Technical College. Tony provided details on the NZ-China programme which has been going for 7 years. Acknowledged the key China and NZ partners who have been involved and for their work and fellowship. Summarised the achievements which now provide the base for further work. Many exchanges have occurred with many teachers and educatiional leaders participating in workshops, seminars and professional development. NZ and China share common challenges of an aging workforce, and swift changes in types of occupations, work and organisations. NZs contribution is as a contributing partner with an innovative culture. Argued that there is a need to ensure future learners are able to use both their brains and their hands. The duality of mind and 'learning by doing' will provide sustainable skills /expertise going into an uncertain future. Summmarised the aspirations of RoVE. Presentations from Te Pukenga provide detail on the future of VET in Aotearoa. 

Xing Guanglu began with a welcome and the Chinese perspective on the collaborative project. Overviewed the Chinese version of how the project was set up and progress to date since April 2013 when it was discussed and the official MOU in 2014. 2 colleges (Qingdao and Tiantsin) and Wintec began the programme. Each year, a summit has been convened to share learnings and renew relationships. Detailed various projects with teachers, educational leaders, student exchanges etc. including opportunities for Chinese students to attend courses in NZ which include work integrated learning to assist them to attain greater awareness of international workplace culture. 

Thematic session follows on meeting learner needs:

- Tania Winslade, Deputy Chief Executive - Learner Journey at Te Pūkenga and Debby Preston Learning Innovation Manager. Shorter but similar presentation to one provided at the NZ VET research forum. Tania began with a karakia to wish all well going forward. Shared how Te Pūkenga is working towards ensuring learner wellbeing and success. Te Pūkenga is shifting to a collaborative organisational pathway to leverage off the size of Te Pūkenga. Tania shared the findings through Te Rito on perspectives from learners. For learners to achieve sense of purpose, get a good job, provide for whanau, complete post-graduate study, obtain apprenticeship, grow confidence, give back to community and return to work or study. Debbie shared insights into learners (both local and international) as this feeds into informing the construct of 'a world-class' TVET. Provided  background and detail on the personas developed of learners and staff - to help provide guidance going forward. Used th persona for international learners as an example. Tania then went through how learners will be supported through the draft operating model. Outlined some of the 'gaps' in the current network and how Te Pūkenga plans to address these. Closed with a karakia.

Q&A with Tania - reiterated that learners wanted support beyond just the teaching/content/ skills learning. 

- Chen Hairong, Vice President at Jinhua Polytechnic. Began with introduction of the polytechnic and the disciplines students learn at the college. Summarised the cooperation projects with Wintec and the programmes jointly offered. Detailed how these programmes are managed and learner outcomes, advantages and approaches. Summarised the application of learning/learner centred pedagogy to increase learning efficacy. Outlined the many ways teaching and learning shared across the two institutions using digital technologies and including exchange visits. Detailed example of programme structure and outcomes including aspects of entrepreneurship in technical courses. Practice based scaffoled learning through project-based learning adopted to engage students. Detailed outcomes for students. Expressed keeness to share the model with other instituions across China and to extend the reach of the dual international/Chinese programmes of learning. 

Digital and remote learning

- Shelley Wilson, Executive Dean Wintec began with welcome. Presented on how Wintec designs digital/remote learning to help learners attain technical content and work readiness skills but also ensuring the learning is accessible and engaging. Traditional distance learning content focused and therefore there is a need to shift to a focus on learning and the learner. Graduates need to not be only technically able but also communicate, work in a team, present well, have confidence, be able to think critically. Students need flexible and engaging (authentic, motivating, interesting, relevant) learning but also have work/family commitments. Delivery needs to be learner centred, authentic and inquiry-based. a holistic approach also includes pastoral care and support through the course. Blended learning includes block courses and industry placements. Discussed challenges and the solutions including the formation of community, communication, collaboration, creativity and critical thinking, 

- Li Bin, President for Changsha Social Work College. Shared the practice and online space at Chansha used since 2010. Traced the ways the platform is used to support teaching and learning. Included are MOOC supported by a 'micro' knowledge library. A 'smart campus' provides the environment for distance learning - this has an online learning space, provides resources to 'reform teachers, teaching materials and methods' and helps process solutions. The courses are able to draw on professional database (2 national, 1 provicial) for resources, MOOC used for professional development and network to share practice. Stressed importance of professional development for teachers.Across the pandemic, all courses could continue due to available infrastructure and capability. Proposed future developments with 5G capabilities including 5G holograms, live streaming and VR/AR to support on the job training. This year Chansha selected as naitonal vocational education demonstration virtual simulation centre. All students offered common foundation course on information literacy, have opportunities to participate in national competitions. Extrinsic motivation for students include credit banks, earning of coins and redeeming these for learning products. 

The day closes with session wrap-up and networking session. Some obvious synergies between the two systems and much to learn from each other. 

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. 

Simplifying NZ qualifications and credentials - information webinar

 Attended an information webinar this morning organised by NZQA on the topic – simplifying NZ qualifications and other credentials as a precursor to the consultation process.

The proposals seek to:

·         ensure that vocational qualifications support learner mobility and consistent skills for employers, whilst retaining flexibility for regional needs

·         simplify the credentials landscape so that it is easier for learners and employers to navigate

·         enable Workforce Development Councils to develop micro-credentials for providers to deliver. 

A summary of the intentions are available from this link and the details on this link

Notes taken at the webinar are below:

The presenter in Frannie Aston, Chief advisor at NZQA. The presentation covered the reform of vocational education (RoVE); overviewed the proposals and then provided a Q & A session.

Justine Auton introduced the session and provided the welcome along with how the session would run.

RoVE came about due to skill shortages, difficulties in getting to employers and learners in the revgions, challenges at ITPs. etc.

Summarised the key concepts, vision, progress on transition into RoVE. 

NZQA programmes of work being done to align to RoVE structure and systems. NZQA undertaking the simplifying qualifications, supporting establishment of WDCs, revieqing quality assurance and internal NZQA systems. Plus also deoing the review of NZQF.

Summarised the need to undertake qualification design. Improved greater consistency and simply range and design of vocaitional education 'products.

Two options for ensuring VET meets students needs. NZ quals as currently oulined or programmes and training packages remove and removed with national curriculum. 

Option A details laid out with WDCs developing skills and quals; training packages and tertiary education programmes - as currently outlined in the education and training act 2020. 

Option B simplifies the process with WDC develop and maintain qualifications including 'naitonal curriculum' and lead the development of 'national curriculum'. Option requires changes to Education and Training Act 2020. Would apply to all qualifications on the NQF to level 7. 

Defined national curriculum - meet intent of 'training packages', include skills standards' specified in the qualification and collaboratively developed. Option B will remove traning packages but components of qualification will be the same.

Impact of Option B better for learners for transferability; employers and industry will achieve greater consistency with involvement in design and review. WDCs lead but would not develop training packages, teaching institutions able to provide pedagogical support.

Compared options A and B abd their key advantages and disadvantages.

Q & A included whether skills standards assessments are competency or achievement based - still unclear.

Some content will be included in the process.

Regional needs may be met through microcredentials or some credits allow for local context to tbe recognised. 

Providers still responsible for development of teaching and learning resources. National curriculum to include core content, teaching and learning objectives etc.

WDC will need ITP collaboration to inform pedagogy and content inclusion.

Covered proposals 2 and 3. In proposal 2 training schemes would be replaced by microcredentials. Provided rationale and details of how this may work.

Proposal 3 enabling microcredentials to be developed by WDC. Technical issue in the Educatin and Training Act 2020 required to allow this to occur. 

In general, anything under 40 is microcredit but above that, a stand alone qualification. There is difference between skill standard (micro credential) and unit standard. At some stage, all training schemes will become microcredentials.Microcredentials must meet industry needs, therefore there should not be a large number of microcredentials. A badging system may be possible.

Continued with the timeline for the 'simplifyinf qualifications' process.Consultation close 16/6, collated across August and proposed amendments to ACT in mid 2022. Implementation likely only from 2023.

Statement of National Education and Learning priorities (NELP) and Tertiary Education Strategy (TES) for New Zealand 2020

 The NZ Government's objectives for education in NZ have now be finalised and the summary documents can be found at this link.

Bothe the National Education and Learning Priorities (NELP) which set out the strategy for the compulsory education/ school sector and the Tertiery Education Strategy are aligned to 5 objectives:

- Learners at the centre

- Barrier free access

- Quality teaching and leadership

- Future of learning and work

- World class inclusive public education

Micro-credentials - advantages and disadvantages

Read Wendy Cato's linked in post (written within the Australian context I think) this morning and it triggered a reflection on the status and use of micro-credentials.

In NZ, micro-credentials were piloted a couple of years ago. They are now 'mainstream' and the general rule is that they should be 'stakable' rather than strictly standalone. 

Overseas, recent articles support the provision of micro-credentials. For example bbc posted an article on whether micro-credentials could compete with traditional degrees. And todayonline had an article on google courses which promise a shortcut into high paying jobs and what this means for skills training. 

Examples on youtube and individuals' post indicate self-directed learners are able to leverage of microcredentials - possibly in the ICT discipline.

So there is a place for micro-credentials but they really need to be led by individual's learning needs, rather than be imposed. Going down the micro-credentials route may be productive in the short term. However, by the nature of their small size and deep specialisation, microcredentials have limited reach. They are good for just-in-time, keep up with tech/latest processes type learning outcomes. Used as a supplement to broader education, micro-credentials have a distinct niche.

However, saying micro-credentials will replace degrees may be too far reaching. A good general education is still something all should aspire to. The world needs broad and critical thinkers, to help deal with the large challenges posed by climate change, globalisation and the ongoing pandemic. Micro-credentials allow for quick and deep specialisation, required to solve wicked problems. However, the ability to look beyond the narrow confines of ones specialisation are key to creativity and innovation along with the many skills, knowledge an dispositions to understand and work collaborative with others - who may think very differently from ourselves.

So as with everything,there are pluses and minuses to micro-credentials. The important aspect is to ensure the completion of small components of learning, helps people achieve work outcomes. However, to also remember, that qualifications of any sort, must not lead to 'dead ends' given the speed at which the future of work is evolving.

NZIST - summary document - extension of feedback date to 15th July

Attended a zoom meeting(hui) or zui convened by the TEU on Friday (there was another zui on Monday) to gather members feedback on the proposals. The zui was facilitated by TEU National Secretary, Dr. Sandra Grey. Another zui was held on Monday as well.

The overall purpose of the zui was to gather feedback from members on the proposed direction and work streams for the NZIST. A summary of all the workstreams is found here.

Sandra provided a broad overview as several participants had not had time to read the reports yet.

Many other institutions have not been informed by their management about the reports and the opportunities for feedback. 

Discussions were made on the various issues the TEU will be submitting on. The original feedback date of 15th June was seen to be unrealistic, given that many TEU members were still working from home and communication channels in some institutions still centred around the logistical and management of covid-19 related issues. On Monday, the NZIST proposed an extension of feedback to 15th July.

Two items of interest to my work. One, a call for the formation of some form of vocational education 'pedagogical focus' unit as the scholarship of teaching and learning within VET in NZ has been patchy, fragmented and lacked strategic direction. Innovation (or even the study of present approaches) requires work to uncover the approaches working best for the NZ VET context.

Secondly, the proposal to ensure all actions are aligned with the NZIST charter. This should inform all actvity undertaken by NZIST and the present set of working documents require study to ensure there is connection between the proposed workstreams and the intend of the legislation underpinning the new institute.

All in, interesting times ahead as the various councils and academic board/committees find their feet and the new CE takes up his role in July and the HQ in Hamilton is set up. 

NZIST - work stream report summary - education services and online learning

The report, out of 7 workstreams. most relevant to my current situation, is the one providing recommendations on 'educational services and online learning'. This report combines two of the workstreams into one report and is of relevance to the day to day teaching and learning activities for NZIST.

The report takes a future focused view. In particular, the impacts of the future of work on vocational education. There is an emphasis on both ensuring outcomes for learners, especially Maori and Pacific; and meeting the current and future skill needs of employers and industries.

Therefore, there is the provision of learner support at NZIST envisioned as 24/7 learner support services and the formation of a learner digital home. The employer interface is more inter-relational in the form of an employer digital support service and the connection to a network of applied research that can be drawn on to support industry innovation.

On the teaching and learning front, there will be the formation of a distributed (but with centralised oversight?) network for Learning design and development. This will be underpinned by the learning library or repository of learning objects/resources. Teaching staff and academic leaders/management will be supported by a network-wide staff training and development service.

In the technology front, there will be an amalgation of all the usual services supporting education including student management and learning management systems including learning analytics.

Overall, the plan makes sense. The scale of integration and the complexities cannot be taken for granted as each of the current 16 subsideries (i.e. existing ITPs) have been independent entities since their inception. As such, it is often not so much the mechanics and strategic solutions which are the barrier, but the 'hearts and minds' of the people who will be operationalising the many proposed items.

Common 'ways of doing' need to be tempered by the flexibility to encourage and maintain innovation and 'thinking out of the box' solutions. As NZIST is essentially a monopoly, there will also need to be care taken to ensure that complacency does not set in, muting forward thinking and progressive developments to meet the challenges posed by the future of work.

The pandemic has shown the way forward for teams to work in a distributed network. This sets up good learnings going forward. There are many advantages in having common curriculum, shared resources, 'master qualifications', standardised processes and academic regulations and collaboration across the sector to support teaching and learning, curriculum development and research. The challenge will be the size of the undertaking. Smaller institutions will perhaps be most likely to feel their individuality is lost us various practices are subsumed into the standards of the large entity. It is important to not wrap processes into to many layers of red tape. All this does is stifle inventive and timely responses to local learner needs.

We now watch with interest how the recommendation encapsulated through the various working stream reports are intepretated. Submissions are invited and close on 15th June. The final strategic documents for NZIST will then be formulated. From experience, much of what is in the current reports will go forward unless there is a large volume of feedback to shift the direction and intent. On the whole, the direction makes sense. However, they do recommend centralised 'top-down' approaches. Management and leadership are essential to ensure the NZIST formation runs well. There will be challenges, especially given the current global and national impacts wrought by the pandemic. So, it will be a 'watch this space' scenario as the NZIST establishes governance, systems and management to meet the vocational education needs of NZ.

NZIST - publication of work stream reports

The reports from the workstreams set up to inform the establishment of the NZ Institute of Skills and Technology (NZIST) are now available.

A very short timeframe is provided for feedback by 15th of June.

The reports are from the 7 workstreams which include:
- the learner journey mapping
- a model to engage with employers and communities
- education services and online learning (2 workstreams into 1 report) of most relevance to my current work as it proposes centralisation of much of of the work of my current section - programme and curriculum design and online delivery
- work-based learning centred around the merger of Industry Training Organisations (ITOs) and the polytechnics (ITPs) and how Workforce Development Councils will work.
- new academic architecture - setting out the academic board/committees structure and reporting lines.
- international education.

Feedback is invited for the direction of the various proposed models, frameworks and structures including agreement/non-agreement, gaps and issues.

Will digest the relevant reports over the weekend and do a summary next week.

An opportunity for educational change

Via Derek Wenmouth, comes a link to this blog - not just any 'new normal' will do - by Lesley Murrihy a NZ primary school principal. It is a call, like several other blogs/articles, for the current Covid-19 'rapid change in educational delivery' to be a lever for change within the educational system. Lesley, writes well about the need to use the learnings, wrought by the pandemic on society across the globe, to be an opportunity to sit back and think about what the actual objectives of education are. In particular, the role of education in addressing the societal equities brought about by the shifts in the last several decades to globalisation and marketisation of everything.

As someone who has benefited through the social mobility availed through access to education for my parents' generation through the sacrifices undertaken by my grandparents, I have always been aware and a supporter of the advantages conferred by being literate and 'educated'. We the benefits, also come the responsibility to 'feed it forward'.

In NZ, the reform of vocational education (RoVE) has provided a once in a life time opportunity to create a vocational education system which 'puts learners at the heart' of their learning. Due to the 'Level 4' restrictions in NZ across April, the formation of one of the pillars of RoVE, the merger of all the polytechnics and institutes of technology in to one NZ Institute of Skills and Technology (NZIST - interim name) was decidedly low key. There were no major announcements apart from the main NZIST board being formed and individual boards appointed for all the 'subsideries'.

The need to rapidly then shift to distance learning, due to having to be in 'lockdown' and work from home for over 5 weeks, created a mass professional development objective across the entire educational sector. Therefore, we now have two unique 'once in a lifetime' opportunities to go forward with.

The blog by Lesley, indicates the need to be circumspect and to identify the objectives of education. In NZ VET, some of this was completed through the RoVE process. It is now important to perhaps review these objectives, in light of what has now taken place across the pandemic. NZ will have to remain, for the near future, 'an island of itself'. The NZ government's decision to 'go hard and go early' has led to the possibility of eliminating the virus. However, to keep the virus at bay will mean keeping external borders closed and strong social distancing measures. High earners of income like tourism will struggle and other parts of the economy, will have to shift to meet new challenges. VET's role is to support training and education and be 'agile' and flexible to meet industry needs as many may have to seek retraining.

The mass 'training' of the VET workforce to be able to 'deliver' to learners remotely, will now be an advantage. How this is leveraged will be important. The opportunity is now there to provide education 'when and where' learners require the learning. Instead of institutionally directed learning, the possibility of co-created curriculum with learners, is now even more achieveable. What is now required is time to think through the best ways to meet learners' needs given the access we now have to wider understanding and capability of technology-enhanced learning.