After a short morning tea, the breakout sessions begin (5 streams).
The session is moderated by Nyk Huntington.
I attend the session with Professor of Economics - Gail Pacheco from Auckland University of
Technology (AUT) on ‘the expression and experience and transcendence of
low-skill in Aotearoa NZ’. Reported on a MBIE Endeavour programme running 2019
to 2024 with 12 researchers from AUT, University of Waikato, Portland State University
and the OECD. Includes advisory groups and practioners. General aim to provide
empirical base to improve outcomes for low-skill NZers. Substantial fraction of
NZ’s adult working-age population have low literacy and numeracy and this leads
to poor outcomes across the board. This reports on the first goal of conceptualising
and defining literacy/numeracy. Later years will see what impacts interventions
have. Collected PIAAC data and the integrated data infrastructure (IDI) –
education and training, income, benefits and social services, population,
health, justice, housing and people and communities data. Qualitative study with
Maori and Pasifika communities.
So far completed: literature review, portrait of the low L/N
adult NZ population, returns on L/N skills and reading components, reading engagement
and literacy proficiency. Share the ongoing studies across years 2 and 3 to
attain a wider picture- across education, labour market, health, justice etc. and
in years 4 -5 to complete analysis and provide projections with beginning of
dissemination of the body of work.
Then a session with ‘An empirical portrait of adults living
with low numeracy and literacy skills in NZ with Lisa Meehan, also from AUT. Presented
the ‘scene setting’ piece of the above study using the PIAAC and IDI data.
Overviewed PIAAC. In NZ 6.000+ adults surveyed in 2014/15. Worldwide 250,000
across 39 countries. Another round of data due in 2023. Detailed the limitation
of PIAAC including emphasis on L/N and the 5 level scale for adults’ literacy
and numeracy. This research focused on adults at Level 1 who are able to read and
understand basic texts and complete simple mathematical tasks. 12% at or below
level 1 literacy and 19% at or below level 1 numeracy. Distribution of L1s much
higher with Maori and Pacific peoples and higher in older work force. Characteristics
of adults with low L/N include lower years of education and lower health
outcomes; less likely to be employed; have lower wage and more likely to have
been on benefit; more likely to have been impacted on by crime and justice
department engagement. More information to unpack other relationships on the
project website workresearch.aut.ac.nz/low-skills
Followed on by Christopher Erwin (AUT) on ‘the labour market
returns to L/N skills in NZ. Sought to find out how does work experience affect
wages? Years of school and degree affect wages? There are many unobservable factors
that affect both wages and schooling; years of school may only reflect
underlying cognitive skills; Many rely on estimates from early-career workers
in the U.S. but NZ has high levels of skilled immigration and this may provide
different findings. PIAAC may be one way to do comparative studies as it
depends not just on years at school but actual measures of L/N and problem solving.
Used the similar methodology to Hanushek et al. (2015) which found returns of
L/N to be similar – higher L/N higher wages. Returns appear to be lower in
countries with higher union density, employment protections and larger public
sectors. Increases occur into 40s and then decline. Explained quantitative
methodology. Classified workers as early working age (16-34), prime (24-54) and
exit (55 – 65). Shared findings. High correlation between years of schooling
and L/N/problem solving. Concludes NZ similar to many countries (especially
Australia) for returns on schooling to wage.
Then shifted across to another stream
In the second round of breakout sessions I attend the session
on ‘understanding NZers perceptions and awareness of VET’ with Sean Hennity,
Senior Insights Advisor and Nic Quill (TEC). The study was to inform a relevant
and compelling marketing campaign. Objectives were to determing perceptions
towards VET; understand current decision making journey; understand influences;
and apply these learnings to campaign strategy. Interviewed learners, parents,
teachers and employers across NZ. A range of learners, influences (parents
teachers) and employers participated in the middle of this year. Multi-layered approach
required to change VET perceptions as there are cultural narratives, social
contexts and individual traits involved. Unpacked each layer. Culturally, VET
long seen as inferior option to university and this perceptions persist today. However,
cultural shifts driving a perceptions shift. These include the re-evaluation of education systems, changing
industry, new notions of work and success, the cost of education, other ways to
be successful (i.e. self made) and the drive towards super-inclusivity. Negative
perceptions tend to be stronger in older people and less so with younger. Therefore
need to increase relevancy of aligning cultural narratives and alleviate
stigma. Introduces the idea of ‘passion’ as a key to driving people to seek
further learning. 98% of learners have a sense of what they want to do for
their career in the future and are driven by intrinsic motivations. However
there are barriers including fear of failure, commitment, boredom, shame, not
getting support, debt, etc. Top barriers to vocational education were financial
(costs, return, affordability etc.). To circumvent, look at amplifying positives
– fulfilment, financial reassurance, provide support and maximise the conditions
for success. At the core is the pursuit of happiness and security. Learners
currently have limited knowledge around providers, courses and pathways!! Key
channels for information were career advisors, school (careers days) and
teachers. While there was awareness, there was a gap in understanding VET
options, especially apprenticeships. Perception of VET is not for higher achievers
falling away and there is general belief VET offers good experiences and outcomes.
Parents want the best path to a happy and secure future with minimal financial
consequences. Parents aware of negative perceptions of VET. In general, there
is default to university. Pacific parents have heard far more about university
than about VET. There is a general low awareness and consideration of post-school
options. Shared implications which inform the coming marketing strategy. Shared
findings from teachers. Their knowledge of VET depends on school culture; they
take a holistic view of students’ needs and may not be familiar with VET; and
are time poor to look up information. Need to help teachers understand how VET
appeals to students and their parents. Proposed the approaches to reach audience
and surmount challenges. For cultural – create a positive cultural narrative
and alleviate stigma. For individual – emphasis VET links to work and reassure
about aupport and financial assistance. For influencers – showcase VET
providers better, emphasise future security, increase knowledge and awareness,
show VET pays.
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