Vocational systems and challenges across Asia - AVETRA OctoberVET event

 Notes from a webinar on VET in Asia. A panel discussion chaired by Professor Steven Hodge from Griffth University and Professor Junmin-Li (Osnabrueck University, Germany)

Thre panel includes: Pakornkiat Sawetmethikul (Rajamangala University of Technology, Thailand); Weiping Shi (East China Normal University); Lai Chee Sern (Tun Hussein Onn University of Malaysia); and Shamim Akhtar (Temasek Polytechnic, Singapore). 

Abstract:

VET/TVET systems are increasingly important across the Asian region for improving economic and social outcomes. These systems are taken by policy makers and the public as key to boosting productivity and competitiveness and a means for increasing participation by diverse groups and enhancing social cohesion. At the same time, such aspirations require a sound evidence base and a VET/TVET research community able to create the data and interpretations capable of informing effective policy and practice.

In this OctoberVET Research Symposium, researchers from Thailand, China, Malaysia and Singapore join a panel to review the systems and challenges of VET/TVET across the region. Each panellist will briefly describe their VET/TVET system, and then consider the expectations and challenges. They will then offer an assessment of VET/TVET research capability within their national context and ways that researchers might collaborate to address research needs.

Steven opened with acknowledgement of country followed by an overview of the rationale for the topic and introduced Junmin Li. She introduces each of the presenters.

Pakornkiat  introduces the TVET system in Thailand. TVET is central to the country's transition to a high-income, innovation-driven economhy. Presnetly, there is a skills mismatch. Althorugh there are 1.1 million TVET learners, there are still skill shortages across key industries (at the technician level). Upper secondary education includes vocation and general pathways. Vocational pathway through certificate, diploma and on to Bachelor of Technology. The Thai National Qualifications framework has 8 levels. Certicates at L3, Diplomas at levels 5-5 and Bachelor at Level 8. There is a credit bank system recognising learning from work, and formal study. Priorty industries include robotics, electric vehicles, aviation and digital technology. 

Work-based learning occurs through dual vocational learning (DVT) and school-in-factory (SIF). TVET educators recieve pedagogical preparation, technical and digital expertise and industry engagement. The system is governed through Office of the Vocational Education Commision connecting Ministries of Labour, Education, technical universities, qualifications authority, . TVET quality assurance involved internal and external quality assurance coordinated by OVEC. TVET is funded through public funding, industry partnerships and skills development fund.

Challenges include social stigma, skills mismatch and shortage of high-tech fields. Responses to these include excellence centres, use of AI and VR training and bringing in industry specialists. To 2023, digital skills, green skils, flexible leaarning and immersive training are focuses. 

Chee Sern then presents on the Malaysia system and its challenges. As with Thailand, Malaysia has a TVET and an academic route. Selection occurs from junior high school. There are almost 2000 TVET institutions including public TVE institutions, private, schools and State TVET institutions. It is a dynamic and diverse range. Challenges include insufficient funding, sluggish updates to the TVET programmes, bureaucracy, skills mismatch, and lack of competent/experienced TVET instructors. National level challenges include multiplicity of stakeholders, lack of participation from micro and small enterprises, different delivery models creading inconsistencies and access to TVET by vulnerable groups. At the instituional level challenges include digital transformation, work-based learning/apprenticesbip programme, recognition of informal learning and inadequate skill anticipation mechanism. Funding for research comes from national and international funding agencies.

Shamin summarises the Singapore TVET system. As with the other two systems, there is a vocational and an academic pathway. Two types of TVET, the Institutes of Technical Education (ITEs) and Polytechnics. 50% in each pathway, From Polytechnic, 60% will move to university. Polytechnics are popular as they offer industry experience, have project/inquiry based learning and seen to be better connected to employment. All funded and governed through the Ministry of Education including enrolment numbers across programmes (worked out in conjunction with the Ministry of Labour). Graduate outcomes surveyed 5 months after graduation. 88.5% in work, earning median of $3000. 

Discussed the impact of AI, and how it is changing work and affecting the future of vocational qualifications. Things are moving quickly, entry level jobs are declining, employers actually name AI skills less! (as they are already deploying). Aging workforce, large number of small enterprises and 80% of vacancies did not state qualifications, but skills. Skillsfuture provide lifelong learning funding but need to identify the types of skills required for people to upskill/retrain into. Temasek Polytechnic awards qualifications and also a skills certificate. Summarised the research, innovation and enterprise at Temasek, requiring building of applied research capabilities and industtry partnerships. Collaboration is key - across countries items include compare measurement of graduate outcomes, track what AI is doing to entry-level work, build research capability across teachers, and share industry projects, exchanges and assessments.     

Q & A on chat and online followed. The webinar was recorded. I will post the link to it once it has been uploaded onto the AVETRA site. 

Hui Rangahau Graham Nuthall Research Symposium 2026

 Notes taken from the annual Graham Nuthall Symposium at University of Canterbury yesterday evening.

Posters were put up by Post-graduate students across a variety of educational research projects in the foyer. 

Two streams of presentations precede the keynote. I attend the two summarised below:

Data informed evidence for learning and teaching, achievement (DELTA) – Volarie Sotardi and Professor John Everatt. Summarised strands of research for large scale national and international assessment, centre for assessment and monitoring school data and school partnered studies producing applied research data. Objective to use data to answer questions – exampled by socio-emotional learning, affective experiences, absentieeism and school belonging; school claimate, eqity and academic achievement, classroom disorder etc.

Examples of some projects :1) What lies behind the ethnic achievement gap? PISA 2022 data linked to MoE records, 15 year olds in 167 schools (4600 students) – school climate matters, but groups differ little in it; large gap still remained – the Chinese students’ advantages was not explained by these factors; policy to narrow ethnic achievement gap. 2) University – ethnicity gap in firs retention. Higher for Maōri and Pacific compared to non. 3) TIMSS data on how factors impact maths assessment scores, also impact of classroom space on CAM English and Math test scores (no differences between traditional and innovative environments).

Assessment futures: Gen AI, social justice, and principles for equitable design. Professors Cheryl Brown, Dr. Helena Cook, Dr. Kay-Lee Jones, Professor Kathryn MacCallum, Komathi Ramaya and Associate Professor Christoph Teschers. A faculty wide project to explore beyond AI tools. AI is not simply another technology. It is reshaping education – what and how we assess, who benefits and what educators need to know. Perspectives across Ai literacy, educator knowledge, social justice to rethink assessment in the age of Ai.

Research question – what knowledge gaps exists, and how might these contribute to epistemic injustice, and the marginalisation of diverse knowledge systems; How Gen Ai transforms assessment practive. Important as assessment is not neutral -assessments decisions shape whose knowledge is valued, whose capabilities are recognises and who can succeed. What can AI bring, but also what is left out or taken out.

Every assessment design decision has potential equity implications. Shared the research method – onboarding and ethics (October to December 2025); literature framework mapping (Jan to Sept.2026) case studies (July to Nov) expert think tank and co design (Oct – Dec) resources and June (resources and tool development).

Shared initial / preliminary findings through interviews with UC lecturers.

Strict Gen AI bans are unrealistic, but over-reliance risks undermining academic integrity, critical thinking and foundational skills. Gen AI outputs omit context and reinforce stereotypes. Gen AI assisted (translation) and polished submissions complicate things. Students’ ethical objections and inconsistent expectations across educators created challenges for fair assessment. Balancing the fostering of Gen Ai literacy with the presavation of human connection.Unequal access to paid tools. Inconsistent institutional policies. Ai can generate excessive content. Effective Ai integration requires training, equitable access and careful management of bias, privacy and technical reliability.

Next steps, across the think tank is to find how to assure equity, given the challenges.

Then the Graham Nuthall lecture with Dr. Hana O-Regan, Associate Professor Frauke Meyer and Dr. Pam O' Connell. Gemma Stewart (Kāiarahi Māori) opened with introductions in Māori. Professor Cheryl Brown introduced the history of the series and Professor Graham Nuthall’s scholarly legacy.

Hāpaitia te ngākau aroha: using virtual reality to elevate teacher empathy.

Overview – why we need to do something different (context, history and present - Hana); where we want to get to (shifting to equity mindsets- Pam); trying something different (anti-bias training and VR intervention - Frauke).

Despite decades of concerted effort, only incremental change. We need to keep at it. The need to understand the causes of inequity, still required to shift racism. Aotearoa has a story of everyone having a fair and equal opportunity. However, affirmative action to address inequity is seen to be unfair. Present politics unhelpful. These views and words have power. Presently, end to race based policies, one law for all, treat everyone the same, stop privileging Māori. There has been intentionality of inequality.

Argues that if evidence shows policy will have a disportional impact on Maori, we are doing it anyway, intentionally ignoring it.

In education, Māori are still disportionately penalised. We have the information, we must not ignore and we need to intentionally question the objectives. Need to develop consciousness as a basis of conscience.

To shift and sustain educational practices, there is a need to shift mindsets, design equity interventions and take equity action. How to move from information to intention. Nuthall (2008) The Hidden Lives of Learners– brought up cultural myths of teaching and learning. “What matters is the sense the student is making of the experience. In most teachers’ minds, the criteria for successful learning were the same as the criteria for successful management”.

Sumnmarised the research on equity mindsets – surfacing and challenging beliefs and mindsets that cause harm for learner through – dissonance/data, research/data on high expectations, learner voice/experiences and utilising community influence. References include:

- Timperley, H.S., Robinson, V.M. Achieving School Improvement through Challenging and Changing Teachers' Schema. Journal of Educational Change 2, 281–300 (2001). https://doi.org/10.1023/A:1014646624263

- Rubie-Davies, C. M. & Rosenthal, R. (2016). Intervening in teachers' expectations: A random effects meta-analytic approach to examining the effectiveness of an intervention, Learning and Individual Differences, 50. 83-92. https://doi.org/10.1016/j.lindif.2016.07.014

- Bishop, R. & Berryman, M. (2006) Culture Speaks: Cultural Relations and classroom learning. Wellington, NZ. Huia.

Shared research from Te Tahua Tangahau mō ngā  Hapori – where collectivism of Te āo Māori is pitched against the individualism of the Western education system. Also the effects of streaming on Māori students. Much has been learnt but the dial is not shifting. 

Detailed the anti-bias training and VR intervention initiative. A VR scenario was developed – an embodiment scenario (being in the shoes of someone else). Designed to reflect common experiences of Māori students, create a character to avoid ‘virtual blackface’ . Portrays implicit bias and microaggressions vs explicit bias and overt racism and the impact of small individual acts accumulating over time. A 15 minute VR scenario, a 12 year Māori student, depicting six scenes of a ‘typical school day’. Shared video providing information on the simulation.

Training content supports the simulation covering history of inequity, inequity by design and coloniality; principles of high expectations teaching practices. Also goal setting and follow through. Detailed the introduction and evaluative process on the project. In general, enabled perspective-taking and reflection, reduced discomfort and bias, and less impact on beliefs related to practice. Still more work to be done but VR enabled perspective taking and increased empathy, motivated reflection and served as a discussion starter.

A good application of VR as one of its most powerful advantages is to engage the socio-emotional. In doing, feelings cause strong emotional responses, anchoring the experiences into our brains. I will need to keep an eye on how the project develops. 

The worlds I see - Dr. Fei-Fei li - book overview

 Read this book - The worlds I See -while travelling to and from conferences across the last week. Borrowed from the local library via the Libby app and read on my phone. The book was published in 2023, just before the arrival of ChatGPT.

Dr. Li is well-known as 'the god-mother' of AI through her work on Imagenet in 2009 which provides a large database of labelled images. This dataset can be drawn to test and also to inform the AI models towards refinement into the Large Language Models (LMM) used now by Gen AI.

The book tells the story not only of AI and Imagenet, but also her personal story. She immigrated to the US of A at the age of 15 in 1993. Her narrative as an immigrant and scientist is told eloquently.

The book has several good sections on how AI works, its origins, the continual challenges leading to peaks and troughs on its relevance and usablility, along with an inside look into the foundational computer science required to programme it. 

Overall, a recommendated read to better understand how AI has developed and the massive amount of human effort put into establishing the models required for generative AI to now progress from. 

Ara Institute of Canterbury - Research week - Session 5

 The last session for research week included a panel, followed by kaiako sharing their research towards completed a thesis (PhD or Masters).

Panel discussion: Making the most of your research allocation

With - Joanna Cobley, Peter Olsen, Emma Fairs, Bruce Russell, Allen Hill

How can researchers develop and sustain a meaningful research portfolio while balancing teaching, leadership, service, community engagement, publishing, and knowledge translation? The panel explored practical strategies for maintaining coherence across projects, adapting to changing opportunities, and generating impactful research outputs amid competing professional demands.

Panel was moderated by Jonny Lynch. After introductions, each shared their strategies, approaches and provided examples. Considering that most are pressed for time, passion for research underpins a clear purpose, structured/planned process, setting goals across time, to maximise time, minimise time input, and maximising outputs. Working in teams is one way to build capability, spread the load, and incorporate skills and strengths of the teaching/research team. Discussion also included the challenge presented by AI, when, how and why to use it and not to use it. 

The Inaugural Ara Three-Minute Thesis Competition

Five of our kaiako, enrolled in completing post-graduate qualifications provided brief overviews of their research.

Sundeep Daggubati - Rebuilding Belonging: What A River Reveals About Value

Vimesh Paudel - From Shaky to Steady: The Timber Transformation in Building Design

Kim Lowe - Interconnection through Disconnection: From Te Wā to The Dao in a Visual Arts Practice PhD

Kim Wood - Performing with Place: Putting the Performer in the Spotlight

Andrew Hercus - Minimising the Impact of Match Manipulation by Technical Officials at the 2028 Summer Olympic Games

Each provided a succinct summary of their key research question, the methodology (where relevant) and where available, findings or results. A good collection of the types of academic, applied and creative research our kaiako undertake.

Ara Institute of Canterbury - Research week, Session 4

 Two more presentations today.

Firstly wth Dr. Tony McCaffery on his work with 'Different Light' a theatre company with people with cognitive or developmental disability. He summarised how the company began and expanded over the lat two decades. He has published extensively on his scholarship, exploring and understanding the ways participation in theatre contribute to the social and intellectual life of the actors. The company not only performs across Aotearoa but also internationally. Most recently to Australia and Europe.

Shared examples of performances and international conferences, along with publications and awards. Tony's research is a good example of drawing on practice and to contribute to community and societal well-being. 

Then with Dr. Allen Hill who presented on 'Sustainability Core Capabilities in a Post-Sustainability World'. Shared the presentation /keynote panel from the Australiasian Campuses towards Sustainability (ACTS) biennial Conference to be held next week. Began with the challenges of having moved into management and now returning to some research. Unfortunately, the paradigm of 'sustainability' has somewhat 'died'. The current NZ political landscape has not helped, with a shift to growth to make NZ more prosperous! The NZ Tertiary Education Strategy 2025 - 2030 does not mention sustainability. Some mention on sustainable, developmnent, resilience etc. but 44 statements on the economy. TEC is therefore positioning tertiary education as an economic development tool, In contrast, Ara has a stronger emphasis on sustainability :) 

Had to leave for another meeting so notes only cover the beginning of the second presentation. 

Ara Institute of Technology - Research Week - Session 3

 This week, Ara research office convenes 'Research Week', an opportunity for our researchers to share their scholarship, research practices and approaches.

Having been away the last for the lunch time sessions on Monday and Tuesday, it was good to be able to attend two - both around teaching and learning (ako).

First up, Dr. Amit Sarkar shares an update on some of the AI@Ara projects. AI@Ara:building capability for both kaiako and ākonga in tertiary education. 

Amit has been working in computing for over 20 years and the field is continually moving. Defined AI as 'computer softward that mimics how humans think in order to perform tasks such as reasoning, learning, and analysing information. Ran through the arrival of Gen AI in November 2022. Then shared the implication on teaching and learning (ako). Reviewed the differences between the predictive machine learning model and Generative AI models - from labelling data, to producing 'new' content. Open AI's ChatGPT had 11 million users within 2 months.

Overviewed AI @Ara - projects from 2023 to present. From pilots, to chatbots, to agents. Summarised the number of ākonga (students), kaiako (teachers), computing tutors, and educational developers. Learned from the projects as they progressed. Need to workout how computer science knowledge applied to aligning to project objectives. Shared the steps to be taken to develop something that supports, rather than replaces learning. Context engineering includes the original quesion, students' current working, earliest attemps, identified misconception, hints already provided. A directed linear RAG workflow is required. Explained concept fo agentic state graph execution to tighten agents. Shared the many technical learnings from the projects. Projects used LangChain and LangGraph. Within the Ara system, Microsoft Copilot studion and Cogniti.

Next, Graeme Harris with 'research with a motor-racing flavour: simulation-driven optimization of a methanol-fueld performance SI engine as part of teaching engineering'. Provided rational for the current project. Currently works with ākonga on a Year 3 engineering course on systems analysis. Has access to a simulator (EngMod4) for ākonga to run data through to optimise how an engine will run. Detailed some of the technical details,processes and challenges of a engine-inlet with methanol injection. The problem solving requires ākonga to apply their learning. Summarised how the simulation runs. Closed with future goals.

NZVET research forum - DAY 2

 Day 2 opens with a welcome from Jason Hungerford, the CE of BCITO. He reviewed day 1 and provided a foretaste of the day's events.

The day's opening address is with Shanan Halbert, Tertiary Education spokesperson from the NZ Labour Party. Reiterated support for VET, including employers who help Kiwis attain the skills to contribute to the country's prosperity. Acknowledged that everyone has continued their committment to learners, despite recent years of disruption, restructure and funding challenges. Access, affordability and equity are needed for VET. However, stability is also an important aspect. Certaintity is important and Labour will work with the current system to strengthen delivery. If electied, Labour will complete a review of the funding of higher and vocational education by the end of 2027. A re-focus of the tertiary education strategy towards sustainability and excellence. Stability is not about standing still, it is about providing support for innovation to continue.

Youth unemployment has reached its highest level at over 17% (almost 30,000) apprenticehip participation has fallen to a 15 year low. Good jobs will be created by building/upgrading more houses, schools and hospitals. Supply for skilled trades is essential and investing in these projects will create real jobs, apprenticeships and pathways into skilled careers. Apprenticeship boost (for 2 years + $1000 for a toolkit) and Māori trades trading will be increased. Expanded eligibility for apprenticeships expanded into more industries. It is important to focus on the future of apprenticeships. Higher level qualifications including degree should be offered through VET and apprenticeship. Also increased consideration for prior learning and experiences people bring into qualifications. Support employers, making learning more flexible and helping learners to complete qualifications through additional pastoral support provisions. Lifelong learning also important. 

Programmes that support young people to continue at school and move into apprenticeships/tertiary education required through Youth Guarantees. Mosts provision through PTEs, encouraged Wananga and Polytechs to do more. Where someone lives, your family background, should have the not limit opportunities. Cost of living costs making it harder to study. Education should help improve lives, VET is fundamental to Aotearoa future. Changes in lives is the key, not outcomes based on EFTs and financial returns. 

Then the international keynote is with Dr. Caroline Smith, Executive director for the Centre for Education and Training, Australian Industry Group. She presents on ' VET in Australis: reform, opportunities, and challenges from the industry perspecctive'. She started work as a trainee before shirting across to higher education. 

Australian Industry Group (established 2021) began with representing manufacturing but now drives new thinking for education and training in the context of work across many businesses and industries. Through research, thought leaderships and advocacy, explore new ways to build skills and capabilities of companies. 

Skills and workforce shortages widespread across the Australian labour market. Productivity growth (or lack of) a major challenge. However, tech intensive industries have increased productivity compared to employment intensive industries. Average worker in Australia can expect 40% of their existing skills become transformed or become updated between 2025 and 2030. Overviewed the system reforms across recent years - national focus on skills, new system architecture (tripartite, 10 jobs and skills councils, new national skills taxonomy), reduced financial barriers to training, tertiary harmonisation and innovation to meet industry needs (TAFE Centres of Excellence).  Summarised challenges of the complex system, for example training packages take at least 2 years to review,

Falling apprenticeship and traineeship commencement exacebate skills shortages. Cost (reduction in incentives) and complexities experienced by employers one reason. Employer and student satisfaction in VET  declining for more than a decade (from almost 90% satisfaction to 76%). Shared the 3 evidence based priorities to strengthen TAFE. Strengthen apprenticeships and traineeships as the skills pathway to many in demand jobs; boost lifelong learning in the workplace context; and improve productivity through learning at work and better connection between skills policy with economic development. 

Shared findings from employer perspectives. Apprenticeship/traineeship not producing sufficient skilled people. Financial incentives do not solely drive decision making. Majority satisfied but complexity of the system a significant barrier. Shared the economic equation for employers who are at the heart of apprenticeship commencements. Identified the 6 priorties to strengthen the apprenticeship system - economic equation remains viable, widen pool of employers, ensure strong future pipeline for apprentices, widen model to new areas, minimise inconsistencies across juridictions and support high quality apprentice and traineeship experiences. Lifelong learning also important through boosting lifelong learning in the workplace context and strengthening foundation skills in the workplace. Needs system-wide approach (comprehensive national strategy required), review of barriers to investment and strengthening of foundation skills. Investigating skills policy and contribution of workplace learning needs to continue - encourage workplace delivery options, support productivity - enhanced workplace learning, match regulatory setting to enable viable enterprise-based training organisations; support increase of recognition of prior learning. Better connection between skills policy with economic development needs to tighter. Australian challengea are very similar to those In Aotearoa but they have even more complexity due to being a larger country and a federated governmental system. 

After morning tea, a plenary address from Katherine Rich, CE of Business NZ presented on 'Skills divided: how training can drive New Zealand's economic growth'. Business NZ appreciated the work done by VET. Skills are not just an educational outcome, nut they contribute business productivity and growth and individual fulfilment. Skills are an untapped productivity lever; employers want the system to work, but a 1/3 not convinced, shift focus on qualifications to skills. Pisa scores have dropped. Adult skills reflect similar trends. 28% of NZ workers are skill-mismatched (OECD). Getting people into jobs where their skills are utilised is a postive goal. Hence, economic policy is also education policy. 

Skills shortages have persisted through economic cycles. Although acute labor scarcity has eased but structural skills gaps remained. One in 3 employers say graduated (higher education and VET) are not meeting their skill needs, 45% agreed. Access to skills is employers' top employment issue. A certificate must mean competence - built in real competencies for jobs, proven in the workplace, results everyone can see and raise standards and aspiration.  

AI expected by most employers to reshape their workforce (almost 60%). 23% rank emerging technology as their most important employment issue, second to access to skills. AI is powerful, uneven, and only getting started. Currently, usage si a fraction of what models can already do. Gap between capability and adoption is the opportunity. Training system needs to update quickly abd support current and relevant learning. Mechantronic technicians have no apprenticeship of diploma training system in Aotearoa. Therefore, no technicians being trained to support degree qualified mechantronic engineers. Funding for qualifications need to be consistent to the type of work being completed. L4 is too low a level for mechantronics.

Therefore, skills changing faster than systems, new skills earn a premium and skills are becoming the currency of work. NZ businessed responding by seeking policy certainty, manage financial pressure, rely on immigration and step back on the traditional system. Building the skills bridge includes - clear school pathways, stronger foundations, speed to market, measure what matters, benchmark the best, and fund outcomes, not inputs. Qualifications need to be trusted!

I then attend one of the breakout sessions. Adrienne Bull, with Stephen Ede, from the Food and Fibre Industry Skills Board on 'beyond consultation: values, trade-offs and accountability in qualification design'. Went through the qualification design process. It is collaborative, not necessarily democratic! Although ISBs are 'industry-led' they are government funded and need to work within the TEC funding roles, delivery constraints, NZQA requirements and consult with industry peak bodies, large and small employers, subject-matter experts, recent graduates, Māori businesses, iwi, campus and work-based providers. An activity ensued with aspects of technical expertise, workbased/campus baed delivery, small components/large qualification, changing demographics, 50/50 Māori ownership and new skills sets needed, to be worked through for a seafood skills needs. What heppens when no option satisfies every legitimate objective or partner? Discussion then ensued as groups reported back on whether consensus was arrived at. 

Presented what actually happened in the real project. First consultation undertaken, reponses collected and collated, compromise could to split qualification into strands to allow for localised cultural needs. So there is no right decision, but that does not mean any decision will do. Introduced a decision- making framework. People in advisory groups need to how ISBs gather intelligence to inform decisions, how they can then influence the decisions, and who as the authority and responsibility for the decision. The decision itself must be reasonable, defensible and transparent and subject to evaluation and review. 

Therefore, a decision narative includes: mandate, contributions, agreement or disagreement and judgement. Trade-offs and consequences need to be thought through as well. 

Emily Fabling - DCE quality assurance, and Stacey Rees, manager monitoring and risk, from NZQA then provides a plenary address on 'being a regulator when the world in moving'. Rereeiterated that regulators and providers are not on opposite sites of the bridge. For VET qualifications to be trusted, everyone is on the bridge together. NZQA takes a bigger picture, and individual providers may not always see the wider view. There are no 'wrongs' but there are always better ways to do things.

NZQA has a role to keep New Zealand qualifications worth trusting. Regulators and deliverers have different roles and different responsibilities. The rapidly changing environment makes things even more challenging. As an example, 36,500 NZ citizens left but 60,600 from other countries arrived. Both Australia and the US of A have tightened international student nubers. Rise in NZ from 83,000  in 2024 to forecasted 119,000 in 2034. There are now more flexible ways to attain a qualification, with pressure from a market/fee driven system to provide positive outcomes. Regulators ask the question, does that qualification meet quality standards. 

Fake qualifications are prolific. Qualifications travel and these may arrive in NZ. Every fake qualification devalues the genuine qualifications. AI challenge assessment practice and outcomes. Academic integrity policies must be up-to-date and maintain their validity and reliability. AI challenges NZQA and it can be used to help it deliver better, faster and more consistent public and regulatory services. Some tools already used: AI powered website chatbot; document recognition tools to speed up international qualifications assessments, approvals and accreditation. 

Discussed the 3 tiers for managing TEO non-compliance : educate (minor or isolated non-compliance), direct (moderate to significant) and enforce (significant non-conpliance). Regulations need to be applied at the right time and with the right touch. At the TEO level, there is a need to make better approval decisions, maximise impact of limited resources, identify areas of concern proactively. At the system level, identify system level patters and trends, design targeted sector guidance. Shared the NZQA risk framework - identify, assess, verify and intervene. A bridge needs guide rails and regulators and providers need to maintain dialogue to sustain trust in the qualification system.

After lunch the last breakout session is with Asharie Perera from the BCITO and Bart Langton from Ipsos on ' building bridges for the trades: what 8 years of tracking research revealed about perceptions, participation and influence'. Focused on 'what actually gets people into trades careers? Workforce shortage is often a percption rathe than s recruitment problem. These could include uncertainty, career fit and pathway confusion. Most recruitment strategies assume a linear journey but the study suggested something was missing. Not just awareness, understanding, interest, investigation, application and recruitment. Multiple angles used to track 8 years. Track what people think, Yest what changes behaviour and Understand how decisions are experienced. Not only numbers, but the human story. 

Parents were often more important than students. They shape perceptions, provide information, reinforce beliefs and legitimise career pathways. In general, people rarely aspire to careers if they struggle to picture it. Knowing what is involved in the work, the pathways, and progression are helpful. Provided example of BCITO video series, pitched at parents, to encourage trades apprenticeships as an option. Brochure, factsheets, and websites did not work, instead it was people centred - with builders, apprentices, employers, mentors, real stories and real experiences - socially constructed understanding. 

Different ' audience' faced different barriers. However, they all share one challenge, understanding how to move forward. Therefore the main barrier was not informational but navigational. Can I see mydelf doing this? How do I get there? what happens after I state. Information overload and underguide. Navigation provides support to inform, connect, guide, and convert. It is not only one step! Guidance changes knowledge and in turn, changes behaviour. Every industry is competing against uncertainty - it is not between industries. Changing perceptions is possible, but keeping them changed is the real challenge. 

Amanda Williams from BCITO  presented briefly on the International Women in Trades initiative in May 2027. BCITO will be hosting a tradeswoom building bridges delegation from the US of A and other countries. The visit is for 2 weeks. It is the organisation's 10th anniversary.  Call for expression of interest and contributions (before end of this year) from across Aotearoa to support the programme, host a site visit, share research or good practice, provide an industry perspective etc. Sharing of experiences, challenges and solutions will form part of the programme.

Then a presentation on WILNZ conference for 13th to 15th April 2027 with a theme of Future ready graduates: building capability through work-integrated learning. Conference at Wintec in Hamilton. 

A panel then convenes to discuss 'industry-led subjects'. The panel is facilitated by Josh Williams and include Sarah Davis from the Ministry of Education, Catriona Petrie from Construction and Specialist Trades ISB, and Michael Fleming from NZ Graphics and Technology Teachers Association. Each provided background and commentary on the initiative. Schools have not had an opportunity like this before to connect with community and industry. As schools do not have the capacity, industry and VET provider collaborations will be important. The subjects have to be carefully planned and structured and authentic to current industry practice. The 9 subjects are a pathway into industry. They provide experiences to help students evaluate their fit to the industry. 

Most schools currently have transition programmes exampled by Gateway and trades academies. There are a few school-based academies as well. Some also offer hospitality/tourism options. The industry-led subjects will be complentary to the existing programmes. Teachers will have to be supported to upskill or attain understanding of the industries, also to network and form relationships to bridge school and industry. 

Industry is now able to contribute to the curriculum being developed. This is an opportunity to showcase industries and have a say in how novices are introduced to the career pathways and opportunities. Schools may not be able to offer all 9 subjects. Now is the time to make contact to support schools so that are able to work out which subjects they have expertise from their local community. Lots of work needs to be done before curriculum is ready. Localisation/regionalisation is also important to reflect the specific flavour of each industry across different schools. 

What will be the outcome in 2033 from this initiative. Conference participants provided perspectives, ideas and challenges.

The two international keynotes, Dr. Tom Bewick and Dr. Caroline Smith provided brief reviews of conference learnings.

Then a short session where the five people who were also at the first NZVET research forum in 2004 spoke. They were Jeremy Baker, Dr. Gemma Piercy, Greg Durkin, Dr. Nicky Murray and myself. Each spoke on the importance of the forum and the community of practice formed through the years the forum has convened.

A Pororaki then closed the conference.