Day 2 begins with a karakia with Ed Tuari - the Chief advisor Māori for Education NZ. Explains the purpose of the karakia before he begins with the karakia. There were over 1600 attendees yesterday. Ed also provided a brief overview of the day.
Tony O'Brien from Waikato Institute of Technology introduces Chen Dali - deputy director general for the Department of International Cooperation and Exchange of the Chinese Ministry of Education who provides the opening address today. Begins with acknowledgement and thanks to organisers, sponsors, key people in the conference and attendees. Connected with the work of Rewi Ally and the first VET conference run in China this year, attended by Minister Hipkins. went through an extensive list of joint educational connections / linkages etc. on VET between China and Aoteoroa and wished the conference well for the day.
Ed then introduces today's first keynote with Grant Macpherson, the chief executive of Education NZ. Covered the global shortage of skill, RoVE details, the current landscape and the NZ international education strategy. Despite threats of robots taking jobs, it is human skills that is presenting an ongoing challenge to economic and social progress. Demographics plays a role due to aging populations. Technologies changing the nature of work and shifting to greater specialisations which are highly complex. 75% of employers across the world, have difficulties finding the talent they need. In NZ, RoVE is at the heart of NZ's approach to meet these challenges. Detailed the integration of workbased and campus based learning to create a unified and sustainable system. Presented the various ways RoVE brings work /employers / industry and learning together. Included details of the WDCs, RSLGs, CoVEs and Te Pūkenga. Then detailed the ways Internationalisation and VET can work together. Exampled the work now undertaken with China to share policy development, deliver educational services, exchange programmes, to provide cooperation between staff and students between the two countries. Currently over 20 connections betwen Aotearoa and China through joint programmes, relationships with key TVET colleges/universities, and exchange initiatives. Discussed the important processes required to sustain and grow the relationship. Increased cooperation and relationships, help both countries meet the challenges of the post-COVID and future educational needs.
Ben Burrowes that answers questions as chaired by Ed. Firstly on microcredentials - detailed pilot in hospitality and NZ qualifications has allowed this to happen. Then detailed the process to develop world credentialisation of qualifications which are valid worldwide. Globalisation also important and programmes developed to allow for this to occur. Provided examples of how ENZ works with other countries to ensure the export of NZ programmes does not require students to come to NZ for the entire time. Discussed the pathway for international students post study. A 'Green list' has now replaced the old 'skills shortage' list and learners who graduate from qualifications which have occupations on the list, are able to apply for residency. One point of difference is the uniqueness of Aotearoa in how it integrates matauranga Māori. Wananga (Māori tertiary institutions) provision a range of programmes for all, not only for Māori. Provided examples across Asia. Emerging industries like 3D animation, gaming, cybersecurity are disciplines which NZers have expertise in. Of importance are the 'soft' skills which align with these and highly required by industry. Innovation in delivery is important going into the future.
A variety of presentations in the breakout sessions today from Aotearoa NZ, Fiji, and China.
I attend the update by Helen Lomax, the director of Ako Aotearoa.
The presentation shared Ako Aotearoa's work in providing professional development to VET teachers. Covered the role of Ako Aotearoa, rationalised the need to prepare and develop VET teachers, policy pointers, sharing of resources including for Māori/ Pacifica engagement and cultural capability, dyslexia, and online learning. Shared the results of a survey undertaken in 2021 to find out what was required across the sector for capability development. Learner engagement and retention was frequently identified with in-house workshops and support preferred. Investment in professional development was challenged in the current economical climate. OECD 2021 policy pointers for preparing and developing VET teachers shared.
Ako Aotearoa for Māori and Pacifica (Samoa, Fiji. Cook Islands, Niue, Tokelau, Tonga and Tuvalu), the 'dyslexia friendly quality mark', a reflective tool to build capability- Tapatoru to integrate culturally integrated learning - resources are freely available and often lead to badges.
Tony O'Brien introduced the second keynote for the day with Dr. Leon Fourie, who is chair of the Te Pūkenga group on International education. This picks up from the opening keynote by Grant Robertson. Leon provided a Te Pūkenga slant on VET and international education. Leon covered the Te Pūkenga international education strategy. Began with an overview of Te Pūkenga, its very short history, values and charter. Across the network, there are 163 delivery sites. The key focus areas for the international education strategy include skilled and culturally competent learners, significant value to NZ communities, meeting needs of employers, valuable strategic partners in and outside NZ, and giving expression to the Tiriti o Waitangi. These have important implications exampled by a move to a more balanced and sustainable portfolios of inbound, outbound, offshore and online international educaiton. Enable strategic investment with a preference for value over volume. Focus on exporting our experience and expertise in the design, development and delivery of education and training outcomes. Partnering with Māori to provide a unique bicultural bicultural experience. A committed focus on equity of access to indigenous and disabled learners. A high degree of flexibility and seamlessness between on-campus, in-work and online learning. commitment to matching our regional mix of provisioning and delivery of high value and long term skills shortage. For agents, expansion of collaboration and newotk. Creating greater physical offshore presence to key regions.
Asked the audience how Te Pūkenga will be called overseas. NZ Institute of Skills and Technology (NZIST) and its translation will be used. Covered logistical and financial issues around applications/ enrolments etc. For the moment, enrolments etc. remain with each institute in the network. From semester 2 there will be standardised fees across the network for international students.
Josh Williams introduces the final keynote from Dr. Dee Halil from Future Skills at Microsoft. He presents on creative approaches to skill our future workforce. Provided the reasons for the need to have better and more equitable/accessible approaches to ensure a pipeline of talent for the tech sector. Skill shortage in the sector is a major challenge in progressing the digital revolution. Discussed the roles of employers, providers, education, industry, government in working together to 'empower every learner on the planet to achieve more'. There is no one solution and creativity is a key towards achieving the 'future state'. In Aotearoa, tech skills are more important than ever. Data centres are being established in various regions and this requires skilled people. over 100000 jobs will be created by 2025. 51% of employers think graduates are not prepared for work. However, people with industry recognised qualifications are still needed. Jobs may be the same but require a wider range of skills, some of them are new and require professional development. Some of these are due to digital disruptive skills which reshape how we work. Shared and detailed some Microsoft initiatives - Microsoft learn for educators, intensive bootcamps to build Microsoft skills leading to jobs within the corporate ecosystem, partnering with Māori and Pacifica to drive diversity. Used cybersecurity skills as a case study to illustrate how skills development in an emergent skill need. Partnering with iwi, educational and industry partners is an important focus. Microsoft Philanthropies partnered with TupuToa to co-develop a cybersecurity skilling and employment programme which emphasised uplifting and supporting diverse candidates. Also shared case study from Canada - the Coast to Coast community-led model to create a community of impact and engagements around digital skilling, Encouraged a rethinking of current approaches and what can be done, based on feedback from partners, customers, etc. to co-create how to enable learners to reach their potential.
Then a panel discusses micro-credentials but I have an AVETRA meeting and will get back to this when the recordings of the sessions are posted..
No comments:
Post a Comment