NZ Vocational Education and Training (NZVET) Research Forum - opening and opening keynotes (Nazrene Mannie (Global Apprenticeship Network) and Professor Leesa Wheelahan (qualifications - why they matter)

This year, the forum moves online and is held in a ‘virtual forum’ with an auditorium, various breakout rooms and several networking events. It will be interesting to attend and experience the various activities. Entry to the virtual conference venue is through the lobby which has links to the auditorium (for keynotes etc). the exhibition hall, breakout lounges and a networking lounge.

The schedule is busy and runs from this morning into the early evening.

The forum opens with powhiri on zoom with Dr. Joe Te Rito and Alexia Tuhi from Ako Aotearoa. Helen Lomax, Ako Aoteoroa welcomes everyone. Followed by Garry Fissenden, the CEO of Skills Organisation. Josh Williams goes through ‘housekeeping’ and introduces the keynote.

The opening keynote is from Nazrene Mannie who is the Executive Director of the Global Apprenticeship Network – which NZ has just joined. Nazreen summarised the challenges of the present and one of its consequences – increased collaboration across many sectors. Vocational Education always challenged with regards to credibility etc. but practitioners are passionate and one solution. Presented on how GAN may contribute – to empower people and businesses by promoting and advocating for the uptake of work-based learning, including apprenticeships, as a way to address the mismatch between the skills people have and the skills employers want. Need to bring the many parts of VET to work together. Provided an overview GAN – what they do, their approach and their partners. GAN established in 2013 to help address chronic youth unemployment through apprenticeships as a pathway into the labour market. They leverage off the International Organisation of Employers, International Labour Organisation, the OECD and Business in OECD (BIAC); build and share knowledge; and facilitate the dialogue across the GAN network – including businesses and government. Work based learning is accelerating and seen to one solution for many decision makers to enable learning. However, education is out of step due to educator/employer disconnect; entry level of students being not ready; cost of education increasing; and professional development also expensive. These are needed due to skill gaps, shortages, obsolescence and the challenges of over/under skilling. Shared the impact of Covid-19 on VET as many students have had to leave school due to lack of access to remote schooling. VET may still take place, especially in the workplace. Employers are struggling and this will lead to downturn in apprenticeship opportunities. However, business downturn is spiky – with some very busy and others (i.e. tourism etc.) impacted on severely. Future of work is here – need to operate in a fully digital environment; develop cognitive skills to be able to redesign and innovate; strengthen social and emotional skills; and build adaptability and resilience skills to thrive in fast evolving business situations. Opportunities are open for innovations in VET to deal with climatic disruption, migration and demographic shifts, digital disruption and the promises of entrepreneurship. Innovation requires the drawing together of organisational practices, ecosystem of stakeholders, the products/services offered and the teaching and learning processes. These ensure innovation draws on talent and leads to higher productivity and retention of talent. There is importance in ensuring an enabling environment is created to allow for meaningful social dialogue and inclusiveness, application of sound labour market data, equitable funding, clear roles and responsibilities and a robust regulatory framework.

 Nazrene provides a high-level presentation - I think NZ is well ahead on work-based learning integration - maybe not so good on CAPL, yet - but most HE and ITP programmes have WIL integrated. We need to consider higher level apprenticeships; how digital fluency is embedded into all programmes at all levels; use workplace learning more effectively; provide greater opportunities to all students for entrepreneurship ‘training’.

Then a keynote is with Professor Lessa Wheelahan (University
of Toronto) who presents on ‘Why VET qualifications still matter and what they
can and cannot do’. Began with acknowledgement of NZ leadership across the
pandemic and the various others who have contributed to the work being
presented. Shared papers and resource which provide background and base of this
presentation. Through the presentation reviewed ‘what governments want’; the
current ‘human capital theory’ orthodoxy; shared the problems and policy responses
to this; understand the connections hetween qualifications and the labour market;
current models of skill development and how vocations and vocational streams
contribute; what qualifications are, can’t do and what they can do.

Most governments want more qualifications and high-skilled workforce through aligning educational outcomes with national goals, maximise RPL and promote access, equity and social inclusion. Human capital theory posits that more education equals more skills, higher productivity and increased GDP. However, we still have skills mismatches; weak occupational and educational pathways; and weak links between credentials and jobs. Policy responses to this include lining qualification more tightly to jobs and employers’ requirements and the application of generic or employability skills or graduate attributes. However, graduates do not all go into employment in the qualification they have completed. Australia 2009 – VET graduates not quite 30%. I think similar in NZ – especially for university – PIAAC etc. indicate many people consider themselves over-qualified for the work they do or are working in occupations quite different from their original tertiary study. Tieing jobs even more tightly limits opportunities for many (and probably especially for challenged communities). Generic skills are often difficult to transfer – e.g. problem solving in childcare centre compared to putting out a fire on an oilrig. Solutions include iInstitutionalisation and accreditation of all learning – micro-credentials, stackable credits, badges, e-passports, co-curricular records etc. However, these tie things down even more tightly!! Therefore, skills not qualifications matter!!

Provided summary of how employers use qualifications in the labour market for regulated (e.g. nursing, sparkies, teachers, social workers etc.) and unregulated occupations (most other jobs) – qualifications used as proxy for broader characteristics; match between qualifications and jobs weak; diffused pathways etc. Current models are that skills training equals attainment of jobs – but important to not just concentrate on competency but to be focused on the ‘whole’ person. What is missing is better understanding of workplaces and how skills are used at work, whether people are encouraged to learn and the issues of succession planning.

Covered the links between vocational education and occupations. Vocations include knowledge skills and attributes for a field of practice, Vocational streams are the structure of linked occupations which allow for vertical and horizontal progression. Thereby allowing greater flexibility for workers.

Qualifications cannot fix skills shortages, skills gaps, meet insufficient demand and unable to bridge the deeply segregated sectors of post-secondary education. If we build occupational ladders – educational ladders will follow. Qualifications matter as they provide access and progression in the labour market, ensure students can study at higher levels and support social justice, inclusion and citizenship.