Reform of Vocational Education (RoVE) - proposal for change

After some delay, the proposals for reversing or changing many of the intentions and outcomes of RoVE have been released for consultation.  The consultation time is short but perspectives and viewpoints are sought on three items.

1) redesigning of the polytechnic (ITP) network to replace the recently established mega institute, Te Pūkenga.

2) two options for industry-led standards-setting and industry training

3) changes in vocational education funding from 2026.

The proposal's rationale and details are found in the 'regulatory impact statement'.

The options for the ITPs include allowing former ITPs who have had a stable financial record, to continue as stand-alone, autonomous institutions and all others to be brought under a federation umbrella with the Open Polytechnic providing a range of systems and resources that smaller polytechnics would struggle to provision. There are therefore advantages for the handful of former ITPs to basically return to their previous iterations. Market competitive forces will become part of the life again for these polytechnics. For others in the federation, the advantages are shared expertise and resources. Open Polytechnic was no doubt selected due to its national reach but it has had little experience with campus-based, hands-on programmes and the danger is that many of the programmes at small polytechnics will become distance learning (with some tutorials perhaps held in regional centres). Given that learners select f2f learning for good reason, foisting distance learning on regional learners is not an equitable solution.

The standards-setting function of Work Development Councils (WDCs) will likely be maintained and several have been doing a good job of 'filling the gaps' by developing qualifications for niche industries which are important sectors of the economy. Industry Training Organisations (ITOs) will perhaps be merged into WDCs (or not) meaning that workbased training is again separately supported. One of the advantages (which did not take place as yet) was to bring both campus and workbased learner support into one entity. It looks like this will now not take place.

Funding is really a key to maintaining a national network of VET provision. Commentators including most recently by ex-Otago Polytechnic CE, Phil Ker and ex-MP and Minister of Education, Steve Maharey, both call for the assurance that the funding system review, will lead to the sustainability of the ITP sector, 

Overall, the proposal is pragmatic, given the scope of work that has to be undertaken. However, there seems to be little advantage, from the learner's point of view (so far) despite lots of funding used to firstly form Te Pūkenga and now, to disestablish it and in many senses, return to the status quo. Option 3 for funding reform will need to be well thought through, otherwise, we return to the state pre-RoVE of a financially unsustainable vocational education system. 

Post Te Pūkenga disestablishment

The consultation process and document for VET reform to replace Te Pūkenga and the accompanying structure of the previous Reform of Vocational Education (RoVE) was released today. The consultation period is six weeks.

The recommendations are to enact the current government's objective to replace the large VET entity (Te Pūkenga with a system that restores greater input from regional and industry towards the governance of Institutes of Technology and Polytechnics (ITPs), create options for the Work Development Councils (WDCs) and Industry Training Organisations (ITOs). As noted and recommended by many other commentators (for example from Roger Smyth and with Phil Ker (ex. CE of Otago Polytechnic) and the Tertiary Education Union), funding mechanisms will need to be reformed and this will be undertaken for the 2026 round.

In essence, the proposal is to provide a mix of granting autonomy to the ITPs who have performed well (i.e. Ara, Southern Institute of Technology) and for the smaller regional ITPs to be clustered and supported by Open Polytechnic under a 'federation arrangement'. WDCs look like they will continue, but perhaps in a different form, there are currently 6 but the proposal sees them going up to possibly 8! and the ITOs being re-organised into similar industry groupings to the WDCs.

There is therefore a return to much of the system pre-RoVE, so I am not sure if there are many gains after 5 years of disruption and the spending of lots of taxpayer funds (sigh). Of note is that the competitive market driven model does not seem to have laid to rest. The proposed model will see the larger ITPs at least, focused on retaining and increasing their student numbers to maintain their viability. For the regional ITPs, there is a risk that there will be fewer choices with regards to delivery modes as these may become, 'study centres' for distance learning rather than campuses offering a range of full-time/hands on learning. It will be important to keep an eye on the tone of the consultation as it will indicate the direction the final structure and system will take. 

From a personal note, there will be little change for my institution if we retain a high autonomous status. Innovations required to meet the challenges to shift pedagogy and outcomes due to the increased adoption of AI across industries will require resourcing. Finding that resource will be a major challenge. 

Reshaping vocational education and training in Aotearoa New Zealand - book link and overview

 

Disclaimer: I am co-author for this book. 

This book, the fruit of two years of effort by many authors from across Aotearoa New Zealand, records the many initiatives, innovations and developments across the vocational education and training (VET) sector as the country enacts the outcomes of the recent reform on VET (RoVE). Industry Training Organisations (ITOs) with 30 years of history and service to their industries, and Institute of Technology and Polytechnics (ITPs), many with contributions of over a century to VET, all merge into Te Pūkenga, the NZ Institute of Skills and Technology (NZIST) as of January 2023. 

There are 20 chapters: 4 chapters covering the histories of the ITOs and ITPs, along with the rationale, outcomes and possible implications of RoVE. There are chapters on how ITOs and ITPs work towards addressing inequitable access and outcomes especially for Māori, Pacific, workplace learners and women in the trades. "Innovations" across the sector are also covered, including the application of design thinking towards development and deployment of a culinary arts degree programme, degree apprenticeship in infrastructure asset management, networked/distributed learning in degree midwifery programmes, collaborative development and delivery of the Bachelor in Engineering Technology (BEngTech) programme across 6 ITPs, recognition of prior learning, learning design for practice-based learning, definitions of distance and online learning, and the need for ongoing professional development to assure quality VET provision.

All in, the book makes a contribution towards recording the sector as it moves towards new ways of collaborating and managing VET in Aotearoa NZ consolidates.