Plans for 2025

 It looks like another busy year coming up.

Details of what post Te Pūkenga looks like will help clarify what is likely to occur at an organisational level and some of these may affect the composition of my current work team, our lines of management, and our objectives. Whatever happens, there is still a great deal of work to do!

Firstly, we have many programmes in review. In Aotearoa, all programmes of study are reviewed every five years. The responsibility for these, devolved to Te Pūkenga 2 years ago, but only a small number of programmes were 'unified'. Hence, we now have a substantial backlog of programmes, several over 3 years beyond their review timelines, to work on and have presented to NZQA by July. Therefore, my  educational development team (down to 5 from 8) are fully occupied with working through all the programme reviews.

Secondly, AI is not going away. Capability and professional development for our teaching colleagues, has been patchy, as lines of responsibility for who does what, have been unclear since Te Pūkenga disestablishment was announced late in 2023. Te Pūkenga was at the beginning of bringing together a consolidated approach to capability and development but this all came to a halt and individual institutions have been working on financial stability, maintaining quality etc. before looking at capability.

Thirdly, I am now about half way through scoping another group of scholarship of teaching and learning projects for this year. The focus will be on integrating AI into programmes with strong practice-based learning as currently, AI has text/writing focus. Multimodality of AI is not as common as integrating AI through text. Also, it is important to have AI available in practice-based learning environments - i.e. workshops, training kitchens / salons / studios etc. plus the need to have customised / bespoke or 'wall-garden' AI tools as the generalised AI (e.g. ChatGPT, CoPilot) often do not use specialised occupational vocabulary, with information drawn on being very North American-centric.

Therefore, it looks like there is quite a bit to do, making it difficult to even think about retiring for the moment!!

Unpicking Te Pūkenga - commentary on what is happening and what may work

 Roger Smyth  has had a long association with Aotearoa NZ tertiary education and his occasional blogs  provide viewpoints from his background as a policy analyst. He draws from both his experiences, scholarly work and his networks, to provide commentary on contemporary issues affecting tertiary education.

His latest blog, discusses a 'where to next' with regards to Te Pūkenga' as the process of its disestablishment begins. He summarises the reasons for the formation of Te Pūkenga, as a solution to the challenging financial position almost all of the country's polytechnics faced before merger. Discussion is had on the many facets of the reform of vocational education (RoVE) and the problems with combining the two arms of VET, the polytechnics with the industry training organisations (ITO).

He then discusses a few options for the creation of a network of regional polytechnics, how to try to bring some synergy between the objectives of polytechnics and the work-based support provided by ITOs, what do do with the funding system, and how to ensure employer and industry representations on skill needs is carried through to the standards setting function, currently held by Work Development Councils (WDCs).

It will be interesting to see how prescient some of his suggestions are, given that to date, little information has been available on what the post-Te Pūkenga landscape might look like going into the future. 

2022 review

 Another busy year with the pandemic still present and causing continued disruption in our everyday lives. The arrival of COVID into Aotearoa saw many people becoming ill, with the illness somewhat ameliorated, for most, by vaccination. Across the year, students and colleagues caught the virus, along with a host of other flu related illnesses, caused by several years of isolation from the lurgies due to the borders being closed. Therefore, it has been a difficult year as students and teaching staff have had to work through illness, isolation at home if relatives or housemates became ill, or have had to work through long recovery times. Courses have had to ensure resources were available online for students to access if unable to attend class, and for students catching up with classes missed. Staff have been stretched due to having to cover for other who have been ill. Therefore, in a way, this year has been more difficult due to the unpredictability and uncertainty as to how ‘blended learning’ is structured and enacted.

Apart from the work generated by supporting our colleagues working to ensure equitable access for all our learners, there has been much activity generated by my institute’s merger into Te Pūkenga. Difficulties with the formation of Te Pūkenga and its leadership became evident earlier in the year and by mid-year, there was a change at  ‘headquarters’ and a rush to try to meet targets to ensure that the 2023 teaching and learning year was able to proceed smoothly.

Of note is my appointment to the Te Pūkenga Te Ohu Whatahaere (Ako) Te Pouari Akoranga – the learning and teaching subcommittee of the Te Pūkenga Academic Board. The Ohu met for the first time this month to establish its remit. I am hopeful this is one avenue to provide much needed pragmatic feedback to the large volume of change which is churning all around us at the moment.

On the research front, the publication of the book 'Reshaping Vocational Education and Training in Aotearoa New Zealand', edited with Nicholas Huntingdon, culminates two years of work, begining with gathering the authors for the 20 chapters in the book, organising the peer review process, responding to external reviews and the final proofreading process. Book launches was held in Christchurch and in Wellington, with many authors, reviewers and supporters attending.

I look to a break across the Xmas and New Year, with the usual opportunities to rest and recreate in the South of Te Waipounamu (the South Island). It will be good to refresh and revive as 2023 will no doubt be just as busy and challenging!

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. 

AVETRA DAY 2 - afternoon

 After lunch, Keynote 5 is with Gerald Burke Adjunct Professor from Monash University and supported by Claire Field on the 'future of VET funding research'. Gerald began with a tribute to Peter Noonan. Summarised present and past VET funding - public mainly around delivery (7.0 billion) and private (spectaculative on Gerald's part) - mainly employers, fee for service, fees etc. Ran through a quick history of funding from 1970. One theme is the difference in funding levels across states.  

VET funding research needs to relate to goals - as to whether funding helps achieve political/social objectives. Explained the reliance on markets and competition and observed that there is limited research on markets within the context of education. Summarised the current objectives for VET. 

Proposed future studies on funding - revolving / integrated into studies of equity, employment outcomes, apprenticeships, online learning, markets and effective use of funds, comparative studies of higher education and schools and funding by and to employers. There are limited funds for VET research. Some universities closed VET teacher training due to Cert IV. Some contract research but specialised and often not published. Questioned why there is a VET equity research centre for higher education but none for VET where there are more challenges with equity!

Following on 4 sessions starting with a summary of the ‘enhancing the standing of vocational education as a post- school pathway’ from Griffith University (Professors Stephen Billett, Sarojni Choy and Steven Hodge). Stephen presents on the project. The focus of this presentation is on how young people make choices about post-school pathways as these contribute to their future outcomes. Societal sentiments about the low standing of VET and the occupations it services can unhelpfully distort the decision making. Provision of informed and impartial advise is therefore important.

The topic is off concern globally - with examples from the UK, Germany, Switzerland (where graduates find it difficult post degree and campaign to raise VET has had sucess), Korea (despite it being a high manufacturing economy), and Australia. Work based on Dewey (1916) to assist young people to identify the occupations they are interested in and prepare them for these. Advised of the need to avoid falling into 'uncongenial callings'. This  provides a difficult balance for educators and parent to manage expectations. Therefore attractiveness of tertiary education needs to also go in tandem with status of all aspects of post-school education.

Described the study's process. 3 phases starting with interviews and focus groups, then survey of parents, students and teachers and lastly workshops for teachers, career advisors etc. 

In the first phase, students reported influence from teachers and parents with some contribution from media/internet. Influence differ in being authoritative, level of influence and engagement. Undecided students generally went to university. VET specific occupations focuses are a barrier to the undecided. Students who are unable to get into university unable to then decide on VET due to its specificity.

The survey revealed key influences - parents, teachers, peers and school guidance. Both teachers and parents under-estimate the influence of each with both actually having strong influence. Schools can actually provide important support.

In phase 3, parents often not knowledgeable about VET. Guidance officers misunderstand their roles etc. Students do not use printed material and teachers became more conscious of how they refer to occupations. 

Findings suggest public education process, promoted by government effective, actions by schools to promote, inform and advise impartially about diverse post-school pathways; VET institutions offering attractive environments; a concerted effort to promote occupations from government and industry.

Specifically for schools - exposure to tertiary institutes and educational facilities; exposure to a range of work situations, provide more personalised career information about VET jobs. The SET process needs to be considered. information and guidance provided before the meeting; provide opportunities to draw on students' work experiences to discuss occupation choice. Closed by reiterating the rationale and importance for supporting students on post-school choices.

The Dr. Deniese Cox on ‘do we need to be seen to be believed? The impact of video feed format on learning. Applied project on perceptions of on-line learners across several disciplines. Asked participants to comment on 3 video themes - #1 visible presenter framed by content; #2 voice over only, #3 visible presenter separate/adjacent to the content. Carried out a poll with majority voting for #1 and the opportunity for seeing the presenter being of importance. 

Detailed the objectives of her study - to find out how to hook the learner in how the content/sessions is introduced, nature of the content, visual formats and the duration of the video. Visual formats were important. 30 students maintained a digital diary (on screencast matic) to capture their learning and appending a brief description. In the next stage, 3 visual formats and diverse sets of consistent slides and scripts were used. Student attention rates were gauged through observation. Assimilation was tested through participation in discussion. Retention through a quiz, beliefs captured and engagement rhrough learning analytics. Connection with the educator through eye contact was important. Connection of educator to content through body language also enhanced engagement. The view of the torso important as a talking head does not provide sufficient body language. Small number of students liked captions. Video embedded in presentation should be full screen. If only talking head, the content and the educator is separated and requires more cognitive energy to attend to. Having the torso tends to reduce the size of the educator. Just a voiceover was not seen to be engaging. Closed with the logistical resources required to set up #1 option. Provided guidelines for the process. 

After ‘afternoon tea’, I present an update on the Aotearoa NZ VET system with ‘ Te Pūkenga: Progress on meeting the ambitions and scope of its charter. I detail the rationale and outcomes of the Aotearoa NZ Reform of Vocational Education (RoVE). Then provide background on the formation, charter and implications on Te Pūkenga including description and critique of the 'service concepts' and the 'operational plan'. 

 Last presentation of the day with Eileen MacMahon from Box Hill TAFE on ‘expert advisory groups assisting a TAFE in maintaining industry currency for educators teaching the accredited family violence training'. Began by providing a background and the Victorian context for provision of training in this area. This unit is available to all universal service workers (i.e. hairdressers, teachers, child care workers etc.). Covers - identify and provide initial response to family violence risk. Detailed challenges. Not a professional development workshop but an accreditated course with assessment requirements. Summarised aims of the research project. Detailed the self study reflective research method with analysis in terms of MARAM framework and best practice education model for primary prevention and family violence training. Shared the rationale for the study. Benefits of having the panel summarised - mostly to ensure teacher currency and enhance industry engagement.

Steven Hodge closes the conference with the announcement of AVETRA awards and a short plenary supported by Professor Llandis Barratt-Pugh, Linda Simon, Dr. Elizabeth Knight and Kira Clarke. Each provided their reflections on the various presentations/papers across the 2 days of the conference. 

AVETRA - DAY 2 - morning

 

Kira Clarke opens the day with a welcome, acknowledgement of country, and a review of day 1.

I present the fourth keynote of the conference on the topic ‘the future of trades training: Industry 4.0 and the need for on-going professional development and career planning’.I begin with a brief overview of how occupation identity is an outcome of engagement with worthwhile work. Then summarise the challenges posed by Industry 4.0. Solutions based around the intended and enacted curriculum are then proposed for discussion.

Sessions are then presented in 3 streams – research, partnership and collaboration and equity.

I begin with Professor Rob Strathdee’s (Victoria University) presentation on ‘reform of school-based vocational education and pathways to work in the state of Victoria. Presented on what is wrong with VCAL - in relationship to social mobility and are the reforms able to achiee 'localisation. 

Began with the background, rationale and evolution of VCAL with current status of perhaps being abolished and merged into a broadened VCE (Victoria Certificate of Education). Summarised the two theorectical lens used to study the subject - critical sociology and field theory (social, human and cultural capital). Three provocations proposed: from faith to doubt and the continuing significance of manual work; vocational VCE; and the embedded labour markets and the role of networks. Proposed, manual skills / work here to stay and in many occupations; vocational VCE may not increase the status of vocational education and occupations; labour markets are more complex than just the production of skills, trades training takes place in relatively small workplaces and recruitment is based on personal networks. 

Then a presentation by Elizabeth Hutton from Swinburne University on a part of her PhD -  ‘the apprentice wellbeing project: exploring the mental health of Australian building and construction apprentices’. The aims of the project were to explore issue; coping measures and strategies for seeking help. Summarised the study design which is a qualitative study. Overviewed the problem with 25% of construction workers reporting a mental condition. There are high suicide, alcohol/drug use in the industry and this impacts on work production. Discussed the research questions and presented preliminary findings. Participans included apprentices (n=19 range of years, disciplines), VET teachers (2,) mental health professionals (4) and industry employers (7). Detailed methods with a shift to video conferencing due to pandemic, seen as an advantage. Data analysis through reflexive thematic analysis. 

Findings include: a lack of understanding of what mental health - what it was, how it impacted on life' etc.; Issues impacting the mental health of Australian building and construction apprentices include personal, workplace and industry factors. Coping strategies include avoidant, approach  (social support) and not coping! Help seeking behaviours associated with lack of psychological safety at work, lack of general knowledge about support available, and psychological safety with family and friends. Closed with research implications and outcomes. This is an important piece of work given the poor outcomes for many apprentices in some industries.. 

Following from a short break is a presentation from Llandis Barratt- Pugh on the topic ‘an analysis of 23 years of AVETRA conference papers. Began with context and genesis of the paper. Arose due to fire Llandis had in his home!! AVETRA conference papers survived and provided impetus for the paper. Compared 24 years ago with present - society, AVETRA, wider VET in Australia. Three questions across AVETRA histor: demographic patterns of papers, conference contributors and academic domains. 

Conferences mainly in NSW and VIC, mostly in hotels (but started in TAFE/Uni) and now virtual/hybrid. Usually 4 keynotes, workshops before actual conference, mix of symposia and workshops, and always posters. Teaching and learning and management/governance of VET main themes. Industry and apprenticeships also feature. Mostly single authors. Progression of refereeing of papers was strong but has dropped off since. International presenters/papers have increased across the years. over 1/2 papers come from university-based authors and then TAFE. Small research centre presence until recently. Generally people present at 1 conference with a few presenting at 10 conferences (but who have been prolific!). Top 30 produced over 500 papers!! Not just about skill/workplace learning VET, but also broader education, research, human resource, social systems etc. Proposed ways to maintain and grow - universities provide more than 1/2 of delegates, therefore database of university graduate schools, research centres plus selling the diversity of papers/presentations; TAFE has strong presence; support for newcomers and post-grad students and important to provide new researchers with a voice; bringing in keynote speakers and online options for delegates expands conference options; most papers presented to small core of delegates and this need to be maintained. 

Always important to treasure 'institutional memory and wisdom' :) 

Next up, Karen 0’Reilly Briggs from Box Hill TAFE presents on ‘professionals vs para-professionals: investigating the value of initial teacher education qualified VET teachers in secondary schools along with Drs. Rochelle Fogelgarn and Jacolyn Weller from La Trobe. Teachers in this study are in initial teacher education (ITE). In 2020, the only undergraduate ITE programme to upskill tradespeople to become VET or school teachers closed! Poor timing as the government ramped up apprenticeships and there was already a shortage of skilled VETiS teachers. Most used teachers from other subjects with little VET work experience. This study undertaken to try to find out what enabled tradespeople to transition into teaching. 73 responses (including 10 pre-service). 85% were trade qualified and entered teaching for various personal and career reasons. 

Without suitable VET teachers at school, some schools stop offering VET options. In Victoria, there is a 'permission to teach) as a special authority to teach tech at school. However, these teachers are not able to access the pay scale and other PD which qualified teachers have. The Victoria government announced a new 2023 VCE major but will offer study to attract VET trainers. This does not respect trades expertise!

 Provided details of the study. Shared early findings. There is a VET in school shortage; School teacher perceptions of VET teachers as being of inferior status; complacency regarding health and safety; and the importance of industry experience for this teaching role. 

LMS - more alternatives

 This is a follow up from last week's post on LMS  - alternatives and new. Te Pukenga launched the second round of gathering feedback mid-last week. This time around, feedback is sought on 'service concepts' providing aspirational direction. These include 'adaptive skills framework + lifelong learner record'; 'my teacher, my way'; Matauranga innovation hubs'; 'Te Pukenga rovers' referring to local teams who reach out to the less visible learners in the community; "every step of the way'; 'digital cooperatives'; and 'a good place to work' to support employers to hire and support diverse learners.

All the above point to the need for flexible, adaptable, learning support. Adaptative learning, learning analytics, a robust and consolidated student management system, lifelong eportfolios etc.

Out present LMS only go a very short way towards addressing the above needs!

Some guides to alternatives to LMS include:

- this guide from Educause (2010, so now dated) which suggests the augmentation of current LMS with social bookmarking/social networking sites, timeline tools, and media options avaialble on the cloud.

- this article (2014) suggesting the need to balance management and learning when deploying LMS.

So there looks like there needs to be quite a bit of work in matching the aspirations of Te Pukenga, with what is perhaps now available. The large scale of Te Pukenga and nationally coverage (i.e no 'states'  and other complications) will help in the development of a 'LMS' that will afford the flexibility, personalisation and collaboration envisaged. Heartening to know that Te Pukenga is aspirational and not just resorting to conventional means to increase access and equity for all VET learners.