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. 

NZ Vocational Education and Training (VET) Research Forum - DAY 1

 Notes from the various keynotes and presentations at the annual NZ VET Research Forum - in its 20th year.

The conference opened with Mihi Whakatau from the BCITO (Building and contruction industry training orgainsation) Waiata group. An uplifting welcome to the conference. 

Jane Kennelly from Skills offered the conference welcome. Being the 20th conference, a short retrospective was undertaken to celebrate the milestone. 

Minister for Tertiary Education, Honourable Penny Simmonds, then officially opened and addressed the conference. Thank the particants for their contributions across the last three years as policies were worked through. Getting VET right requires, government, industry, employers, educators to work together. Both industry and regions need stronger voice in VET. Updated the outcomes of the reversal of of RoVE including almost all ITPs standing alone by January 2027, the formation of ISBs and ITOs shifting across to becoming PTEs. 2026 is therefore a year of building the post RoVE VET system. Strong parterships required to meet the objectives. Future of apprentices summarised, including supporting industries' productivity enhancement. Apprentices move towards industry leadership with employers having an increased role. Regional connections are important along with bringing schools and industry together. Career decisions can be better connected. School subjects that provide clearer pathways will also help. Increased range of occupations that offer apprenticeships signalled. Encouraged the 'building of bridges' across all the VET to ensure that all gain better outcomes. Q&A followed. 

International and opening keynote was presented by Dr. Tom Bewick, Editor in chief of The Skills Agenda. Spoke on 'skills policy in a changing world: old orthodoxies and new solutions.' Tom was here 17 years ago. In that time there has been huge increase in the digital economy and the advent of AI. Theme is one of repeated transitions, not just initial preparation. Education has shifted even more from being a scheme (conditional access, separate eligibility and funding, learning across institutional boundaries) to an entitlement (a pathway people count on, coordinated funding and recognition, options stay open). Need to think through the whole learning cycle. Went through research/policy informing VET. Becker (1964) education and training as an investment. Golding & Katz(2008) & Autor, Golding & Katz (2020) race between education and technology. Tertiary education participation has increased markedly but productivity growth has not been present. 

Do skills demand derive from economic demand? How can the low-skill equilibrium be broken? perhaps through product/service strategy, job design and discretion, wage setting and progression, investment and collective coordination. 

Posits that skill shortages are caused by poor coodination and a lack of investment in the workforce. Perhaps changing the incentives may be the way to to? What is asked - collaboration across institutions, put the learner pathwat first, recognise learning wherever it happens. Reorganisation is not distribution of power. 

AI: an outcome to shape, not a fate to accept. 1 in 4 workers likely to be exposed - either positively or negatively. Shared the Dystopian displacement, concentrated power, diminished agency), Utopian (abundance, release from work drugery, a difference working life) and Rational optimist (good outcomes depend on ownership, invesment and regulation) perspectives. Getting strategic and policies right, now even more important. Proposed the rise of the 'new artisans' with autonomy from a more complete job - to research, design, prototype and deliver. This integrated skills which were previously dispersed across specialists. 

Therefore, need to move from human capital to human capability, Skills formation is through learning people can access. Work needs to use those capabilities, and rewards are shared through fair share and progression. Therefore people are the source of progress and not simply outputs of productivity. 

Need to have 3 interpendent strands - instituional (authority), fiscal (resources) and democratic (voice) along with national guarantees for these to occur. The right to learn needs time (protected leave, paid learning time, employer release), money (portable entitlement, income support, public/employer funding), recognition (prior learning counts, credit transfer, standards remain credible) and support (independent guidance, learning representatives, accessible provision). Skills-first provide some ideas, but need to be carefully contextualised. Advocated that a workforce investment fund (joint government and public audit) is one way to make the entitlement to learning portable, funded and enforcable. Better technology must mean better care and pay. For exampler more carers needed. Their tasks change with new technology and skills. It is important to provide a right to learn and share). Augmentation is not the whole story. Some occupations will be replaced eg. robotaxis. Others will have their capabilities augmented. 

Therefore old orthodoxies (expand qualification, trust market incentives, reorganise from the top) need to be supported by new solutions, new relationships and improved access through additional investments. Encouraged research and for researchers to be free to report failure. So in 2043 - still learning and still questioning with the point of education to be to acquire a love of learning. There is no perfect system and it is up to each country to find one that will work for them. 

Parallel sessions across 3 streams commenced after morning tea.

Attended two sessions from Scarlatti.

- Hannah Knighton (associate) on 'what happens after learners complete pre-trade training?' - Measuring the impact of pre-trades training: looking beyond completion to what learners do next. Presented the case with electrical trades learners (but project also included plumbing/gasfitting).

Between 2000-2500 learners each year. End up in apprenticeship, relevant employer, other work, other education, or overseas. Does completing change the destination. Are skill trades training following the pathways like everyone else. Best outcome is for pre-trades to move into apprenticeship, complete and move into career. Used Stats NZ integrated data infrastucture, to link education, apprenticeship and employment records. Checked within 3 months, a year, 2 years and 5 years. After 3 months, 12% in apprenticeship, 11% in relevant industry. 46% in unrelated and 29% in other. after a year, 40% who completed moved into apprenticeship with 52% in relevant industry as an apprenticehip. After 2 years, 27% in apprenticehsip and 45% in relevant industry - non- completers of pre trade also reenter.

This means, looking at completion could miss the pathway, completing is associated with a faster transition into apprenticeship, timing matters when measuring training outcomes, linked data can shor where differences exist, but not necessarily why. However, what drives faster transitions? and does earlier apprenticeship lead to better outcomes, 

- Dr. Adam Barker (Director) on 'Beyonf EPIs: Linking vocational training investment with productivity'. Measuring how VET contributes to industry to productivity. Asked whether a certificate level 3 of 60 credits should be funded over a 25 credit leavel 5 microcredential. Tend to only measure enrolment and completion. Impact on productivity includes learner lifetime income, current employer profits and future employer profits. For training providers, ISBs and YEC, helop prioritise investment in trainng that has the most impact, make s stronger case to employers to train and inform the debate on who should pay for training. Briefly reviewed past projects on impact of training on wages and salaries and training on business profits. Useful data available on variation in productivity by industry, profitability within an industry, empoyers vies on training and experience, pay rates for different roles and occupaitons, emplyee income expectations, Shared design principles of the project being broad / holistic, useful rather than right, model first/ data second, and evolve in improve over time. 

Explained the economic equation to work out individual's personal productivity. Then summarised some results in the primary industry context. Calculations across industry (dairy, fruit, arable, grapes and others), role level (semi-autonomous, managed, manager) experience and prior training (90% no post secondary to level 4), Then compared across programmes from microcredentials L3 - L5 agricultural management and certificate / apprenticehip at L3 and 4. 

I then faciliate a workshop on 'personalised learning with AI: human-led cognitive apprenticeship'. Mostly around the need for self-direction and a good grounding in how AI works. Then encouraging everyone to work towards using AI, self-directed learning through AI, without AI and against AI.

After lunch, Dr. Veronica Tawhai presents on 'Equity and Te Tiriti in VET'. Reviewed the 4 articles in Te Tirit Waitangi - Kāwanatanga (governorship), Tino rangatiratanga (independence - for whenua (land), kainga (homes) taonga (treasure), Ngā tikanga katoa rite tahi (all the rights) and Mgā whakapono katoa (all faiths)/ Tde rtienga Māori (Māori practices). Aligned these to how Te Tiriti has been expressed and then discussed relevance to VET and especially equity and action. 

Reflected on how Māori were active in marine commerce, had settled in many seaports in the Americas, and brought back many of the skills and knowledge from the Western canon, BEFORE the Te Tiriti was signed. The early Māori schools had academic learning in the morning, with vocational training in the afternoon. Therefore, Te Tiriti was strategised to provide a way forward for cooperative statehood for Aotearoa NZ. 

Discussion on how the British envisioned Te Tiriti and how Māori wrote in the 4 principles to enshrine a reciprocal relationship. At the beginning, with Māori in the majority, commerce owned and administered thrived. 2/3 of vessels registered in Auckland in 1858 were Māori and these exported agricultural goods internationally. All of these involved VET. 

As more settlers arrived, the first legislatures started to put up barriers to Māori enterprise. Instead, education and other social organisations, along with disease, war and lost of land, caused a decline in Māori status and outcomes. Only in the 1970s were Māori able to push back through urban activism. 

Te Tiriti still sets up the way forward towards success equity. Encouraged everyone to understand where they have come from, how they can support the principles and to speak up when required. A thought-provoking presentation :)

Following on I attend the session on 'Cognify: A teaching for learning framework: connecting learner voice, learning theory and vocational teaching practice with Kathy Quayle, teaching and learning coach from Wintec. Began with a few questions establish audience understanding of cognition. The brain able to process vast amounts of information and only a small amount required for us to work out what is of relevance. When we try ot recall information, it helps us learn it better. 

Summarised Cognify - a process that outlines five stages for any teaching session, supported by practical resources for planning and facilitation. Akonga engagement increased along wiht knowledge and skill retention. Practical planning and teaching resources supported. Came through ākonga voice - desirale practice statement developed. Applied theory and neuroscience including adult and student-centred learning. Skills valued by employers alsoincluded. 

Steps are establish, recall, engage (try, find out, make, recieve, discuss), reflect and evaluate. Establish a welcoming environment, relationships, class culture and foundations. Engage ākonga in learning, recall prior knowledge and experiences, reflect on what has been learnt, and evaluate through feedback from ākonga and kaiako review. Provided examples of how each can be enacted. 

Cognify supported by resources for the process (what it is, rationale and literature), planning (course/semester planning template, weekly/individual sessions) and resources (writing sessions, strategies to engage and focus ākonga, micro activities, and ākonga-centred list. Outlined the research project to support kaiako in the effective implementaion of Cognify. 9 kaiako across 18 months and 3 interviews. Shared findings on adopting cognify (used in different ways, new kaiako to plan, experienced for writing session plans for new kaiako, overlaid onto sessions plans for experienced kaiako, applied to break up long sessions etc. ); adapting Cognify (adapted in 2nd and 3rd year, informal evaluations to avoid evaluation fatique). Main challenge was time to follow the process through. Summarised changes made following feedback - microsoft guides kaiako through the 5 stages, automated workflow formats to plan, automating to lower administration load. Shared feedback. 

The afternoon plenary is with Shamubeel Eaqub, chief economist for Simplicity. Focused on construction and training. Why are young people finding it difficult to get into work when there are large shortage of skills in many industries. Began with the cycles - construction rose all the way to 2024, before dropping sharply and is currently rising slowly; house sales also dropped off 2020 but again getting up again. Still not enough homes due to 46 years of underinvestment - roughly short of 100000 homes! Also there is the infrastructure need across the country due again to 40 years plus of underinvestment. Industry still not confident that although there is lots of work funding is uncertain. Stop-start of projects leads again to difficulty to forecast forward and reluctance to train/develop skills. Productivity penalty is therefore high and wages and profit again are affected. Explained the business language of productivity. Observed that businesses spent lots recruiting and training but very little retaining employees. In construction, most workers only work 1 to 5 years. 65% entry in to construction do not have qualifications. Highest source is from 'industry changers' (50%) and not in work (20%). Most skilled trades wages have risen, but retention of apprentices on completion is very low and the 'pay-back' from training apprentices is therefore low. Completion rates of trainees and apprentices across construction has trended down. This is across all ethnicities and gender. If 100 apprentices started, after 10 years, 36 in construction, and 17 to other industries. 6 never finish, 24 leave unqualificed, 9 overseas. Suggested the need to invest in individuals (leadershipl management and culture), in the people (informal/formal training, recruite for attributes, not just qualifications and experience, retention is crucial) and broader settings to be focused on include stable funding envelope, Learning (not just qualifications), skills need to be appropriate, useful and up to date, and delivered right. Officially 90,000 NEETs but definitely larger number - 130000 at least! A one size fits all education system does not work for all. Need to do better to provide opportunities for all. In workplace learning, employers and learners need to be at the centre. Q & A followed.

After afternoon tea, a keynote from Honourable Erica Stanford, Minister of Education is followed on by a panel. Began with a tribute to ex-CE of NZQA, Dr. Grant Kinkum who passed on recently who was a good supporter of VET. Equity of outcomes in Aotearoa education is still challenging. Rationalised the recent reforms across all education sectors from early childhood and formal schooling. Checkpoints now in place are to provide better feedback to parents, teachers and students. Retention through school also a challenge as students disengage if they have low literacy/numeracy or are unable to see the relevance of school. The total change to NZQA was not in the plan, but had to be worked through to try to create clearer and usable subjects to pathway students to help them meet their potential. ISBs now tasked with working on the curriculum of the nine industry subjects that will be launched in 2028. 

Presented the election policy to have students stay in school to the end of year 11, rather than being able to leave school as soon as they turned 16. 

The panel is facilitated by Rosanne Graham (CE of Skills Group),  and the panel includes Peter Couchman (GM, Seven Electrical), Mark Oldershaw, (CE, Wellington NZ) and Brad Olsen (Principal economist, Infometrics) along with Hon Erica Stanford. 

Apprenticeship are declining accompanied by skills shortages. How important are apprenticeships, how they can be supported better, and what happens if they do not increase? Brad brought up the bust/boom construction levels, end of free fees for students have acerbated the challenge. Erica explained how the average age of apprenticeship commencement is in the 20s, new industry subject will help increase the profile of apprenticeships for students. Trades academy funding has also increased and these both may help increase young people's entry into apprenticeship. What needs to addressed to take people on and retain them through difficult times when the economy slows. Transportability of NZ qualifications where the pay is more attractive help some re-enter the trade if they are made redundant. Future of apprenticeships and for young people based on understanding of regional needs is important. Apprenticeships need to be extended in range to help support industries needing specialised skills - especially in the tech. sector. Lower time to complete an apprenticeship should also be considered. Bridging Year 12 of school into apprenticeship or workplace training needs to be better structured. Could apprenticeship be thought of as a mode of delivery and workplace learning contributes to the completion of degrees. Equity is also a challenge, Māori and Pacificic peoples need support and encouragemtn to consider apprenticeships. Starting earlier, whilst still at school, is one way to engage all students. 

Employers also need to be more 'learning-centred' and to consider different ways to engage and retain young people into their industries. Good employers should be recognised so that their apprentices are not poached (usually through offering better pay) and apprentices complete qualifications. Funding for employers needs to also be reviewed as the apprentices is a cost (although they are paid below minimum wage). Perhaps incentive take on Māori/Pacific or women into apprenticeships and perhaps also a 'reward' for apprenticeship completions. 

Some regions are undergoing significant restructure in the types of industries that are located there. Education and VET is slow to shift to meet these needs. In many trades, apprentices enter older and often with another tertiary qualification. Upskilling for people in the 40s and 50s is also required. Funding is always a challenge. Funding for apprenticeship stops at Level 4 and this makes it difficult for degree apprenticeship options.

Industry subjects at school need to also be bridged with access to facilities like specialised workshops in polytechs and PTEs, so that there is no duplication of facilities. There will be an increase in specialised teachers at schools to also support learners. 

Rosanne provided the overview on the work that needs to be undertaken to provide support to schools for the future roll-out of the industry subjects. Q & A collated on Slido. 

A good discussion on the challenges and some possible solutions to support apprenticeships.

A networking function to launch the Skills Organisation white paper on the future  of apprenticeship closes the day.

FLANZ day 2

 Day two beings with the third keynote from Dr, Mark Nicols. He introduces 'Blendalogy: designing learning opportunities', a book just published as open access. Introduced International Council of Open and Distance Association( ICDE)  and its objectives. Blendagogy came about through Mark's participation with the Commonwealth of Learning. A hui was held at the National Library early in 2026 and the chapters were workshopped, tightened and the book structured.

An overview of his involvement with blended learning - starting with a share material in the mid-1990s via the emergent WWW. He has now worked across many other programmes that are designed as blended learning. At the beginning, there was a steep learning curve and there was not much to guide the process. Although, technologies have moved on, the basic premise of blended learning are similar. Distance education is now flexible learning - open, inclusive and flexible. Teachers often have to work harder in blended learning. Almost everyone now practices some form of blended learning. Blended learning is not just an add on, but a more holistic system needs to support it. Blended learning includes bichronous, distance, hyflex and online.

Introduced the 4 objectives, 6 factors and 3 levels of Blendalogy. What should education models aim for? How de we describe educaitonal models? Which context should models be concerned with? Community of Inquiry model often used to anchor blended learning but application of the principles often challenging as the concepts can be difficult to define. 

Summarised the art and science of design - the art (applying judgement, claiming your designer and teacher's voice, engagin ākonga, giving life to your subject, situating passion, releasing innovative ideas) and the science (align with your organisation, its context and efficacies, draw on evidence-based pracrice, optimise the four blendology objectives applying the 6 factors and across the 3 levels, recognise the constraints and opportunities). 

Each of the objectives, factors and levels then presented, detailed and examples provided.

Objectives -  ākonga facing acvailability & inclusivity), institution facing (scalability & sustainable), 

Factors include ākonga activity, kaimahi activity, resources, assessment, timetable and success services. These factors help when comparing diffierent blended learning models.

Levels are the macro (institutional policies, central funding, budget, timetabling convventions etc.), meso (school, department, qualifications which define the programme, qualifications standards, workload and role expectations, assessment practices) and micro (direct teaching and learning, course level teaching activities, group dynamics, resource prepartation, day to day facilitation).

Shared some of the observations from across the case studies in the book. There are no 'frankencourses' in the book. ākonga may need support to engage in different ways to learn. To do blendology well - the institution needs to be deliberate; be curious about dynamics; seek alignment through sound meso-level practices and tailor success services to complement the model/s. Encouraged the need to blendology - to critique and validation the framework; a(synchronicity is a basic distinction and undertake thought experiments (how to optimise the macro and meso) and what is the perfect 'blend'? and AI?? 

Stressed the importance of planning/designing a blended course. Models are highly variable, may be compared, and best when carefully designed,

Following on I contribute to Mark's panel to support the launch of the Blendalogy book. The panel also includes Dr. Kathryn MacCullum and Trish Chaplin-Cheyne and is faciliated by Danny Friberg. Each contexturalised the framwork to their context and work. Danny introduced the speakers, along with an overview of how the panel will progress. 

Mark began with providing more details of the book, how it evolved and his role as editor. Then each panelist contributed on how blendalogy works in their context, implementations and learnings. Mark wrote the introduction, under took the case study comparisons and summarised the findings in the concluding chapter. 

Kathryn provided examples of blended learning from her career spanning the PTE, polytechnics and now the university (University of Canterbury). How does technology provide the opportunity to 'blend'. Blending should bring together the best of campus-based/f2f with distance/online etc. 

I brought the VET context into the discussion. Especially the changes wrought by the recent reform of vocational education. Te Pukenga brought together the two strands of VET - work based (looked after by the industry training organisations (ITOs) and the polytechnics. Divorcing both work-based and campus based leads to lack of coordination, synchronisation and pedagogy. However, reversals of the reforms have caused both strands to separate again. However, ITOs are now shifting to become PTEs, so keeping the workplace-based learning and the off-job components consolidated.

Trish introduced the work of her unit, supporting teaching and learning across the institution. Looked at the books as a framework a a design model, and an evaluative model. The book provided a higher level and wider/broader macro and meso level implications on the micro practice. The post-graduate programme in learning design an example which meets many of the factors at the meso and micro levels but important to acknowledge the ākonga need for student success support. 

Trish asked the question about the role of AI on Blendagogy. Mark considered that AI could be thought of in a similar way to the objectives, focus and levels withing the Blendagogy framework.

Q & A followed. 

After lunch, I follow a few presentations before leaving for the airport and returning to Otautahi.

- "A motivaitonal ecology of gamified Guqin learning: visible progress, human support and cultural practice with Xin Huang from Manxuetang Research and Open Polytechnic. Began with the design mechanisms and how they become continued learning activity. How does learning can self-regulated be supported with gamification. Draws on gamified mechanisms, self-regulated practice and feedback, and situated participation and culture. There is a gap on how gamified visibility, self-regulated practice, feedback uptake and social participation interact. Demonstrated the gamified interface, what the learner sees and also what is 'beyond screen' - teacher feedback. Progress is visible as long horizon, intermediate target and practice log. Study on 21 learners across 42 days. Shared some of the quantitative learning analytics and qualitative data from wechat practice support group. Game currency encouraged engagement with practice. Gamified visibility makes practice and progress traceable. Findings include linking game elements to a concrete, learning relevant action. Make progress signals interpretable, actionable and timely. Design feedback uptake, only feedback delivery. Support social participation without making competition compulsory, Responsive human support useful. Proposed and presented a framework with purposeful learning and practice at the centre. 

- 'navigating shifting student engagement in online secondary psychology' with Grant Collie.  A practitioner reflection on NCEA 2 & 3 at Kōtui Ako virtual learning network. Provided a background and rationale for the study. Both synchronous and asynchronous with students from across the country. The course requires critical inquiry, human connection , and the discussion of human behaviour. In general, there is a progressive reluctance in 'live engagement amongst students. Passive observation, growing non-attendance and reluctance to engage in collaborative tasks expressed across student cohorts. Chat used for out of class catch up and not showing on video. However, there is something in this course which is different.

Literature on diagnosing digtal fatique shared - cognitive overload, social anxiety, digital equality are factors. Also the cognitive drain of hy-invisibility through prolonged screen exposure, absences of non-verbal cues, informaiton overlad and cognitive saturation and passitivity. Resulting a paadoxical state of hyper-visibility and extreme social isolation. Intersectig fatigue with the NCEA curriculum include research methodologies - collaborative design tasks fail when students refuse to unmute in breakout rooms. Individual behaviour with deep cognitive inquiry requires self regulation, destroyed by screen-induced cyberloafing; and psychological theories - debating ethics without discussion. Therefore teacher needs to change. Recommended, complete micro-task asynchronously, submit pre-reading reflection, log in live, apply theory to specific case studies with a result of targeted engagement. This moves learners from passive listening and open-ended forums. Pre-loading cognitive work mitigates live anxiety and anchors the synchronous session. Gamication is not about points, it operationises flow theory (Cskiszentmihalyi). Learners are incentivised. Modern online NCEA learner requires a highly intentional, highly engaging environment.

FLANZ - Day 1 afternoon

 After lunch, a series of short presentations.

'Beyond the AI image: making design reasoning visible in online architecture studio - a process based framework for teaching, feedback and assessment' with Masoumeh Shiran (and Professor Brenda Vale & Professor Nigel Isaacs) from Open Polytechnic. Presented the rationale as AI not only affects what architects produce, but also how design work is organised, judged and communicated. Students now need to also know how decisions made by AI occur, and evaluate these. Summarised the many ways AI permeates the profession. Ai widens possibilities but can hide reasoning. Issue is not use of AI but whether learning is visible. The studio process needs to be designed to provide visibility for reasoning, critical judgement and authorship. Shared lit review to connect literature to the online studio challenge. Themes identified and these contribute to the eight stage framework. At each of the 8 stages, AI use was evaluated. For the first 4 stages of framing, research, ideation, evaluation and selection, there was less challenge with the use of AI. In levels 5 - 7 and 8, it becomes more difficult to unpack and track AI use. Key is to trace human judgement throughout. Important to move from just detecting AI toward assessing the reasoning process - why, how, what was learned and what changed. Recommended a staged assessment process to evidence and capture visible reasoning. 

'From wheel to matrix: developing capacities by levels framework for distinctive learning in the age of AI' with Simon Atkinson. It is not about equating task complexity to human capacity. Not so much what can AI do but what it actually is. Five human capacities -authentic empathy, situated creative judgment, high context tacit knowledge, somatosensory and embodied cognition, moral and existential agency. Last two especially difficult to have AI simulate. Within each, one progresses from encounter, guided practice, integrated practice, supervised placement and autonomous consequence. Framework formed which shifts accountability. The online, flexible distance learning challenge is how to design assessments. Mediated dialogue works, physical acts are non-negotiable, assess the human relationship, not the response,

'Online practice: supporting secondary teachers navigating AI in assessment' with Lucie Lindsay and Katherine O'Brien from Kotuitui Online Teachers NEX. Outlined the challenges from the school sector. In July 2026, reported that over 1000 students caught AI-based cheating in NCEA exams. Schools responding by a variety of means, Ministry of Education has provided some guidance including considering the whole process, defining AI boundaries, ensuring authentic, human-centred tasks and preserving the student voice. Shared discussion points from NZ online teacher. NZQA encourages shift from 'catching the cheaters' to 'rethinking the assessment; phase out high-risk formats; and the assessor role is to find sufficient evidence that learning has occurred. Therefore, supporting an open but cautious approach, stance on maintaining academic integrity, rewarding ākonga actual learning and 'process over product', MOE advices to design highly contextualised activities, draw on situations that require reference to personal experience, unique and local content, multi-part assessments. Especially where AI not able to replicate knowledge of hyper-local settings, personal contexts, highly evaluative contexts, ethical reasoning and use critical frameworks for reasoning. Reference to Ako Aotearoa project on AI assessments. 

After afternoon tea, I present the second keynote - 'The role of the educator in supporting the learning of 'wisdom' in the age of AI'. My central argument is that human learning is complex and highly individual as it draws on life experiences attained over a period of time, through effortful and productive learning. Using AI to replace learning is counter-productive and will not support learners, especially novices to a field, to learn the key attributes required for them to become expert practitioners. Thinking through how to encourage learners' to 'do the learning' requires effective learning design, sound AI literacy and teaching practice which provides models on how AI can be used to be 'thinking partners'. AI can be used to support the process but its use must be carefully thought through. Educators need to understand how AI works, so that pedagogical support using AI is effective. Therefore, wise educators are important. They model and nurture the development of wisdom for their learners. Derek Wenmoth provides a summary and perspective.

FLANZ (Flexible Learning Association NZ) - Conference - Day 1 morning

 At the FLANZ conference in Dunedin today and part of tomorrow.

The day begins with opening, greetings and housekeeping From Ralph Springett who is the present president of FLANZ. Set the scene, with FLANZ members being the advance guard and change agents as both society and education works through rapid change. Sharing practice and research supports the journey of practitioners, helping ground their efforts and endeavours.

Andrew McSweeney, Otago Polytechnic' new CEO extended a welcome to all. Supported the conference theme of 'He Tangata' (the people) as a foundation for teaching and learning. Stressed the importance in humans on education especially in the absence of a clear direction or policy nationally. 

The first keynote is with Dr. Adrian Woodhouse (Otago Polytechnic) with 'When education demands a trade-off". Flexible learning becoming more common across many educational sectors. Yet, flexible learning itself is difficult to pin down. Is it just timetabling?? Flexible learning is not only about when but where. Flexible learning can occur in workplaces, communities and in learners' lives. It is already there for many. Ordinary people already do extraordinary but the assumption that learning only occurs in formalised education. 

Used his ontology to explain how his concepts of flexible learning are informed. Challenged at 19 whilst doing his final year at polytech which he had end to take up a sous chef position. The programme prepared for the opportunity but did not allow for another way to complete. The workplace became his classroom, workmates his teachers, an education that contributed to the making of a chef. As a 'dropout' be gained many opportunities and five years of master classes.

Offered opportunity to complete his qualification but found it did not fit, as his capabilities, did not match what the 'competencies' required! Therefore, where does learning reside, is it mobile? Entered education as a chef tutor. 2007 and 2008 started to experiment with ipods to provide mobile resources. A start at providing flexible learning for their learners, who were often also working part-time (some full-time!). Therefore, could the curriculum move closer to learners context.

Project-based learning adopted to provide better relevance so that learners could apply knowledge to their own contexts. Presented the evolution of the Bachelor of Culinary Arts  (BCA) - a design-thinking culinary degree. The first students, came through assessment of prior learning, challenging the curriculum. Usually the student comes to learn something they do not know, however, BCA students often came with many experiences. Sometimes the institution cannot see what the learner comes. Knowledge that is visible often becomes invisible when it enters an institution. Why is knowledge developed beyond the institution become so difficult to recognise once it enters the institution. 

The BCA helped experienced practitioners person to unpack their knowledge, which has become tacit and implicit. However, learners still had to come to a campus. However, Covid caused a shift online and the experience was still the same. Educators needed to go to the learner, not the learner to Otago :) 

Work-integrated learning came about when a BCA second year student went into entrepreneurial mode. This helped students complete, through the work he is undertaking. Need to align what the student was doing, and the requirements for the programme. This was then formalised in 2022 with BCA also availed through work-integrated learning. Challenges abound, but first student graduated last year. 

Encouraged the conference participants to ask 'what becomes possible when education stops defining the boundaries of learning and begins listening for where learning takes place?

After morning tea, three streams of sessions begin.

First up, Simon Atkinson on 'operationalising multi-domain taxonomies for course design and teaching practice'. . Began with providing a context for the workshop. Explore 5 taxonomies to inform course design. Examples provided as a model of how to apply the taxonomy but participants encouraged to bring one from their own context. Overall objective, to see how learning outcomes can move beyond the 'measurable'. Argued the need to move from Bloom's taxonomy towards one which balance cognitive (conceptual analysis), affective (values), psychomotor (applied motor competencies), interpersonal (collaborative), and metacognitive (self-regulation, reflective practice). Sector and qualifications requirements constrain the domains. Vocational tend to have cognitive, psychomotor, interpersonal but limited metacognitive and often no affective domains. Currently, the 3-element learning outcome formula as active verb + subject + context = well-formed learning outcome favoured. Standardised workflow for outcome redesign. Encouraged to move from assessed intended learning outcomes to non-assessed objectives.