NZ Vocational Education Research Forum - Day 2

Another busy day at the conference :)

Greg Durkin, Director of the Building and Construction Industry Training Organisation (BCITO) opens the day. Greg began with an appropriate whakatuaki (Māori proverb). He summarised the contribution of VET to supporting and progressing the Aotearoa NZ economy and the need for parity of esteem and recognition of qualification levels for all disciplines. 

The day's first keynote is with Honourable Erica Stanford, Minister of Education. Detailed the work being undertaken to review the education system to increase equity, parity of outcomes, and lifting the standards of school-based education. Teachers are being provided with development to enact structured literacy and numeracy. By the time students complete their schooling, their literacy and numeracy will support their further educational journey along with their lifelong learning. National qualifications also need reform and require review as well. There is a lack of consistency and a lowering of the bar of the entry into tertiary education. Therefore, standards in literacy and numeracy require focus to ensure all NZers are set up for future success. Vocational and educational pathways need to be on par. A National qualification needs to have industry-led and educational that have parity. 

Encouraged the need for industry to be engaged to ensure that the curriculum has the knowledge and skills required to young people as they leave school. The Industry Skills Boards (ISBs) will need to play a key role in connecting the different workflows. Curriculum reform to a knowledge-based and industry-led will be a key. Equal value is assigned to these so that it increases the parity between vocational and academic. 

Then the second keynote is with Craig Robertson, CEO of the Victorian Skills Authority. He presented on 'The vocational renaissance (with some international reflections)'. Began with a overview of the VET landscape in Victoria / Australia and the history of the TAFE sector's ups and downs along with the ways VET is structured (stand-alone / independent, federation model and centralised). Then discussed the similarities and differences between Australia and Aotearoa NZ. 

VET in both countries inherited from the UK and still follows this model still. Reiterated the importance of policies, government roles on how education systems affect the country's economic and social aspirations. Used fireworks as an example of a linear process and digitisation which is much more flexible in the way the data can be reconfigured to create many variations, Summarised industry 4.0, examples and its impact on VET. The historical impact on jobs shows that males with lower education have had relative wage decline. Society has had a narrow, one-dimensional view of human talent and privileged cogntiive/white collar work. The cost is that there when AI arrives, we are unprepared for its competition. Work is more than cognitive. Summarised the changing nature of work with the rise of the new technician. Division of labour from the late 1990s is now shifting with there being less managerial and intermediate/coordinating jobs. Small businesses do not fit the larger organisational companies. The new worker needs to have a broad occupationally oriented skills, coupled with a sound understanding of the relevant theoretical principles. Check Lewis (2025)  innovation, tehnician and VET in JVET. 

Introduced the work of Jobs and Skills Australia's report of the impact of AI on work. Compared the % workforce potentially exposed to automation and those to augmentation by AI. AI will have most impact on cognitive work but less so on VET type work. VET workers will rise to the fore as a choice for sustainable careers. Shared a report from Vietnam of the effect of technology as an example, Critical thinking, written/verbal communication, numeracy, complex problem solving, etc are much higher in necessary than basic digital skills. AI is set to increase GDP due to its potential to augment human capabilities. It is important to think beyond a linear approach to training. Need to think about new skills with many 'programming/writing' jobs compared to physical labour. Focus needs to be put on science and thinking skills (i.e. the critical technical skills - VET). 

Summarised how various countries deal with the above. England has continued reviewed qualifications  - e.g. O, A, T, V levels in an attempt to cater to the large range of students leaving school. NZ moving from unit standards to skills standard. VET in schools moving to skills standards and equal volume of learning. focus on competence, provide flexibility and assessment and portability of learning. Australia moving into purpose-driven qualifications - type 1 competency to occupation; type 2 - competency to industry; type 3 - application of skills and knowledge driven by learning outcomes. Implementation of this concept has been a challenge thus far. Recommended to read Mark Carney's book 'and economist's to guide everything that matters'. 

 Sessions continue. 

First up, Greg Durkin and Phoebe Gill (Scarlatti) present on a ConCOVE supported project  'The $750 million question: who really pays for apprenticeships? Began by introduction of the rationale for the project. In the construction/infrastructure context, industry, government and taxpayers want a highly training workforce, better quality housing and buildings and who is doing the investing in training. Asked 'do you think employers spend more on wages or time spent on support? How much time does an employer spend on support per apprentices per month? What extra costs employers cover for their apprentices? 

The survey undertaken with 317 BCITO employers, industry specific pates online and modelling and extrapolation. Five categories of employer contribution - annual wages and block course fees; wages during block course; development support; time for pastoral care and engaging with provider. Interpretation complicated as there are many ways to define support, employers may not actively measure this, some could happen without formal training, no ROI, benefits and the study is selective pool of employers.

On average $28,000 per apprentice (range from 10000 to 70000). The vast majority is time put into pastoral care and provider engagement. These include one-on-one check-ins, career guidance, buddy system etc. Around 17 hours a month across supervisors, peers and apprentices. A bit of time saving if there are multiple apprentices. Time mostly in meetings with training advisors, reviewing workbooks, and completing evidence. Average of 10.5 hours from employers/supervisor and apprentices with BCITO. $$ support mostly for consumables, tool allowances, transport, meals/drinks and counselling services. Therefore, estimation of $100 per apprentices per month - which excludes consumables and tool allowances. 2/3 accessed subsidies to support block courses (fees and apprentice wages). Common to pay annual and block course fees, some split the costs, in general it was an all or nothing approach though. 90% paid apprentices for attending block course.

Most of the $$ is in the form of time ($637 million) but these are engaged employers and there will be wider variants across the construction industry. For BCITO/earnlearn apprentices (22,000apprentices) $659 million and Connexis/earnlearn (3,600) $104 million. What the employer gets back is more productive workers, return of 3x to 10x on the $$ /time put in. Well trained employees are crucial to a successful business and they can only import them, steal them or create them through apprenticeship. 

Then Dr. Mark Bradford, Claire Le Grice and Fiona Melrose from Skills Group/ Institute on ' ideas that RIPPL: a system level practical approach for disseminating research and innovation. Change is challenging, so how can people thrive through change? Fiona began with an introduction. The team work at Skills Group which exists within a wider sector context of reform, consolidation and disruption. RIPPL is a system level reproach that connects research, teaching and professional learning. Research belongs to everyone in the organisation. Uses a community of practice framework to bring together teams and to help socially construct solutions. The process needs to be psychologically safe so that people feel safe to experiment without fear of judgement, learning and creativity accelerate (Edmondson, 2019). 

Mark overviewed the background and ways RIPPL was developed. Used ZEME as a case study of the application to increase creativity and innovation. Ran 34 workshops and generated 90 pieces of work to disseminate what was learnt. 

Fiona continued with examples on how research can be empowering for many people. Research can be undertaken by everyone. Claire continued with details of the process. Especially how to engage people in the process - trust is important - opt-in freely, keep it playful, experiment with joy, honour the clock. 

Plenary from Dr. Michael Johnston from the NZ Initiative on 'vocational subjects for senior secondary school: What will it take to get it right? ' from his work on 'trade routes: charting new pathways from secondary school to industry training. Shared data of activity for 16-19 year olds and 20-24 years. In general, at 16 - 19 60.1% still at school, 10.9 in degree and 10% involved in workplace learning, dip study, certificates 1 -4 and workplace based training 11.3% are NEETs. By 20-24 most have left school, 23 % in university 55.7% in employment, 10% in via and 13% still as NEETs!

Schools primarily geared to teaching the NZ curriculum which morphs into a track to university at around year 10. We do not want to have a sieving mechanism earlier (as per countries in Europe/Asia). There is no equivalent of university entrance for VET. Limited basis for young people to make informed decisions (pathways and earning potential important). Culture seeing VET as a second rate option. A step in the right direction starting with the current change to the school curriculum. The NZ Certificate and Advanced Certificate of Education will replace NCEA in 2029 and 2030. Assessment for vocational subjects is likely to be through industry skills standards (replacing unit standards). Each subject can be split in two to total to 40 credits. These will either provide the NZCE with 40 credits in vocational learning or be used to provide students with an opportunity to try out a few industries.

Skill standards tend to have a workplace-based assessment, This may be difficult for schools to organise. Advantages of skill standards have potential to escape the stigma attached to unit standards (atomised, disintegrated); common requirements in skill standards as they need to be conducted in the workplace; 'indicate content' could facilitate curriculum development; and partially completed vocational subjects can be ported into tertiary institutions. 

Challenges of skills standards include common requirement to be conducted in the workplace, intention to report on 100-point scale with overall grades for each subject; and higher grades at the subject level will be needed to establish parity of esteem. Therefore, there will be higher grades for subjects (rather than standards); criteria for skill standards should represent as many levels of performance as assessors can reliability discriminate; graduate profiles for level 1 and 2 qualifications could be a good place to start; and purpose-built standards may be more coherent than using existing ones. Contextual considerations include that work-integrated learning opportunities will be essential; students should often be expected to transition during the school year; dual enrolments should be commonplace; VET must become business-as-usual for schools; and ISBs must be in it for the long haul. Schools need a better integrated system as currently they are independent entities and this has let to too many variations. 

After lunch, a session with Dee Earle, Principal research analyst from the Ministry of Education on 'from school to skilled work: monitoring the impact of Gateway and Trades academies'. This is based on a recent report. Gateway started 2001 and trade academies in 2010. Summarised the objectives of each. in 2024, 15,455 in 380 participated in Gateway and 11515 students in 24 trades academies across 402 schools. Both increase student retention, raise NCEA level 2 achievement and support transition into further education and employment. 17% of students participated in both.

Followed 2014 cohort - 16 then and 24 in 2023; and 2018 cohort who are 20 in 2023. Included students that took part and did not complete and students who did both.

Limitations were summarised - what it does and what it does not. Evaluated if they completed school/tertiary qualification, ever been an apprentice and in employment.

Findings are: similar outcomes for Gateway and Trades academies; most stayed in education at 17 and achieved level 2 or higher by 18; men likely to enrol in apprenticeships but low for women; men in employment, positive benefits, Covid 19 resilience identified, and trade academy effectiveness maintained even when numbers participating increased in 2019.

Both programmes improved outcomes for participants. Pathways into VET stronger for men, smaller effect for Māori and Pacific and little to no effects for women. Employment outcomes revealed strong effects for men and than women. Smaller effects for Māori and Pacific. Q & A followed.

A panel convenes to discuss the 'future of VET research'. 

On the panel are Arthur Graves and Katherine Hall with Josh Williams as moderator. Katherine shared a vision for centre of excellence Summarised the challenges laid out for VET, completions, funding, qualifications and skills. Large number of workers needed to support infrastructure but training plays an important way. Whether the changes to VET / school curriculum is able to deliver the skilled/trained workers required. There is already research out there and we need to draw on these to inform the way forward. 

Arthur shared the food and fibre centre CoVE story - there is value in applied research. F & F had beginnings through collaboration - government agencies, providers, industry. The CoVE was positioned to be industry-led, government funded and learner focused. The value proposition was to invest in transforming of the talent pool and growth of the food and fibre sector. 

Summarised some of the projects undertaken. Discussed the challenges of implementation. Funding in research has been funded through CoVEs, Ako Aotearoa which are external to where the challenges occur. Collaboration is still required to apply research towards solutions. 

What does CoVE mean? Katherine shared the vision of how to reimagine the centre of excellence. Innovation Lab (design) informs education (future proofing) and resources (to benefit industry). Also can be used to support advocacy plus feed back into think tank (research) to continue the process. 

Arthur discussed the need for an interface between school/tertiary education/industry rather than to think about the process as transition. Making progression and going on a journey are not transitions. They are inter-related and should be a progression. A structured interface (from 16 - 19) needs to be better organised. Dual enrolments are possible through legislation etc. but leadership is required. Dual enrolment needs to be explicit and be a standard rather than an option. 

Katherine was asked to select 3 ConCOVE projects. Difficult but degree apprenticeships, Tui Tuia, and the 'bystander series' were the ones that she selected.

What can we do as a sector that can be done to support future VET research? Use the opportunities for the secondary/tertiary system change. Slido pol followed to collect perspectives on the forum and to gauge appetite for another forum next year. 

NZ VET research forum - Day One AFTERNOON

The conference after lunch convenes for plenary address with Madeline Newman from AI Forum NZ on 'designing tomorrow: human futures in an AI world'. Introduced the AI forum, its goals and people, shared some of their work including working groups, summit, hackathons, key reports and white papers etc. Summarised the work of the AI blueprint for Aotearoa and the AI and architecture engineering and construction, AI in education. AI revolutionalise learning through personlising educational paths, efficient training and feedback and expanded global access. Also AI powered VR.

AI and creative industries summit brings global conversations to Aotearoa. Creatives partner with technology, with boosts in productivity. Human creativity along with emotional resonance important. AI can democratise creative work and raises the bar for professionals. Using robots as an example, 52 studies published since 2017 covering over 2500 individuals found that robots have a no effect on wages. Routine cognitive or physical tasks have diminished but those requiring creativity have increased. Highest ROI is where humans work in partnership with AI. Ai in Action report has latest stats on AI use and adoption, If AI frees up time, what do you do with it? 

AI governance - responsible use of AI just refreshed. Upskilling requires understanding how to use AI safely. Therefore, key items to do include: AI literacy, digital and AI access for all, responsible use - understand the risks and use AI safely, and ensure human centred design. Introduced advances in robotics and the implications on society and work. Uncertainties include the legal, cultural and public acceptance and readiness. Q & A followed. 

Then Dr. Dmitry Zavialov from the Skills group and Dr. Roman Mitch, on 'Aura farming: cultivating irreplaceable human leadership in the age of AI'. How can we bring across our strengths without replacing our humaness. Skills that can be replicated by AI means that we need to enhance who we are and what we are about. Educators need to create environments that help them increase the attitudinal aspects of humans so that these can be focused on. Resilience, working in teams, working across cultures etc. are examples. Roman shared example of how to teach technology when it is moving faster than we can keep up with it. The principle of what makes us essentially human, Shared work applying these principles. How artists use AI provide examples of how we can go forward. Therefore, programming can be thought of a an art form. 

Three plenary sessions follow.

First up with Emily Fabling Deputy Chief Executive at  NZQA on - Right touch, right size regulation: quality assurance with purpose. NZQA is about supporting learners to succeed and industry to be represented. Overvies of NZ education; what does right touch right size mean, NZQA framework and examples. Over 400 tertiary providers, 92% are PTEs. Universities have 44% of learners, Te Pūkenga 29%, Wananga 9% and PTEs 18% - 57% VET. Changes being made include: quality assurance across all (apart from universities), maintain framework, maintain international comarabiliy and effective liaison with overseas bodies to recognise overseas qualifications in NZ and to achieve overseas recognition of NZ qualifications. NZQA registers PTEs, approves programmes, qualifications, micro-credentials and standards, quality assuring provision of education and training, reviewing and updating NZQF and liasiing with overseas recognition bodies. Rules, norms and sanctions shapes lives of NZers and NZQA does the same for education businesses organisations, learners and communities. regulation can impose costs, limit freedoms, stifle innovation but these need to be considered.

Considered the importance of quality as poor quality affects all. Shared the recently reviewed NZQA regulatory framework principles - impact-led, anticipatory and adaptable. Regulations should support delivery and not be a barrier to collaboration or innovation. The evaluative quality assurance framework is now 16 years old. Based around entry controls and external evaluation and review. Additional activities have been added. However, VET has to been move more quickly and the EQAF needs to be reworked. Productivity Commission report in 2017 recommended NZQA should ensure all providers meet acceptable standards; risk-based monitoring of providers; and ensure providers have their own processes to assess and improve performance for their learners. 

Summarised the new integrated quality assurance framework (iQAF).  Diagram of the framework provides details, A good overview of the more collaborative approach. Quality assurance with a purpose shared - aviation and pilot training (case of recent regulatory intervention of provider); construction (statutory conditions imposed on two providers); and Pacific qualifications framework (endorse and to allow these to be referenced against NZQF).

I then present on 'Gen AI and trades/craft work: implications and effects. The overall theme is that AI in the context of trades/craft work is different in the way it will be used, and the interactions are less text dominant. There is a need to understand how AI changes the nature of trades work, as it will be used to augment both physical and cognitive work. 

The NZVET research forum awarded me for having presented at all of the forums thus far!!

Final plenary for the day is with Katherine Hall from ConCOVE Tūhura on 'reflections on a five-year experiment: the ConCoVE legacy. Encouraged to look at Sir Paul Callaghans presentation in 2007 on future for NZ. We do not seem to have got through many of the recommendations :(

Katherine summarised the genesis of ConCOVE and it's vision and mission. It sought to challenge the current ways things were done and to seek to shift it towards greater equity and inclusion. A systems change view was adopted, meant the need to find out what was occurring and to apply it to improving. Many projects were commissioned but they were all part of the greater objective of shining the light on what has happened, what could be and how to get these in place. Summarised some of the findings and how these had been used, reworked, or reimagined. 'the system is perfectly designed to get the results it gets', Shared recent stakeholder survey supporting the work undertaken and the ways ConCoVE has supported the construction/infrastructure industries. Effectiveness of ConCOVE supported. Call for the participants to keep the work visible, embed the work into delivery, preserve the kaupapa (work/knowledge). At a system level we need stronger advocacy, faster qualification design and delivery mechanisms, business skills.disrupt the narrative, challenge the system , take the evidence and apply it. 

The day ends with a networking event, taking everyone well into the evening. 

NZVET Research forum - Day 1 MORNING

 The Vocational Education and Training (VET) Research Forum has been reinstated and runs today and tomorrow at Te Papa (the national museum) in Wellington.

The Forum is opened with karakia and mihi from Building and Construction ITO (BCITO). 

Josh Williams (who MCed the event) welcomed the conference participants and ran through housekeeping and health-safety along with a ice-breaking session and a introduction to the conference, its purposes and the journey following, including that the system has always centred around people. 

Jane Kennelly, Director of People, marketing and stakeholder management at the Skills Group undertook the formal welcome and introduced the Minister. She celebrates the coming back of the forum after five years and summarises the many advantage afforded by undertaking research and its application to practice.

The first keynote is with the Honourable Penny Simmons, Minister of Vocational Education. Presented a positive approach to the future of VET in NZ. Reiterated the importance of strong pathways from school, both into VET and higher education. Supported that partnerships across the many players in the system and that these need to be well-connected. Regional challenges for youth unemployment needs to be focused on, apprenticeship completions need to be increased (from under 50%) and also strong alignment with industry important, Centralisation does not meet regional and industry needs. Therefore, the shift away from it will ensure better future progress. Reiterated the changes being undertaken to reinstitute polytechnics, and establish Industry Standards Boards (ISBs). This puts decision making back to the regions. Industry driven, locally led and regionally informed. $20 million in 2026 and 2027 to ensure that access to VET continues, especially in regions with high NEETs. Research needs to be relevant, application and informed by industry. Time for Q & A. Research funding possible through the new 'PBRF' (perhaps 9 million) and through ISBs (being worked through). Financial stability across the sector key to moving VET forward. 

Following on is a keynote with Katryn Rowan (Executive Director) for the Global Apprenticeship Network (GAN). Strengthening connections between youth and employer - Tomorrow's future-ready workforce. Summarised the vision and mission of GAN - to champion quality apprenticeships as a key driver for workforce development, social mobility and economic growth. Has been advancing apprenticeships for 10 years with 10 networks around the world along with key corporate members and partnerships with ILO, OECD, IOE etc. Presented on the rationale for GAN - too many young people leave school without clear paths, persistent bias towards university, employers struggle to find skilled talent and apprenticeships help increase inclusion, social justice and growth. NZ snapshot as someone coming in from the outside. NZ ranks 3rd in OECD in field of study mismatch. 30% of school leavers go to university. 60% lack a structured post-school pathways. Performance focused on course completions more than career outcomes. Upcoming NZ 'industry-led' secondary subject is a positive move. Then overviewed the international global challenge. 13% of youth employment (x 3.5 of adults); 261 million NEETs; 75% of employers report difficulty filling roles; 63% say skill gaps are a major barrier to growth; and 39% of skills will change by 2030. 

Shared that the consensus of the way forward to be the benefits to individuals and companies of work-based learning, clearer pathways and VET. ROI of apprenticeships proven across many case studies. Partnerships are important. Private sector/ businesses crucial. They see emerging skills first; provide real-world 'classrooms'; and bring structure and innovation. Advocated for a 'skills-first' focus, not just on qualifications. Shared the GAN corporate champions for apprentices (CCA) who are companies committed to supporting quality apprenticeships. Shared case studies from L'Oreal, Nestlē and Tassaroli S. A. in Mendoza. Key items include shared curriculum and involvement of key /crucial stakeholders for skills design and forecasting, shared training assets, flexible and targeted WBL, career guidance and early exposure to choices, SME engagement, data and governance. Vision, collaboration and results help provide direction going forward. 

After morning tea, a series of sessions organised into two streams.

Dr. Gemma Piercy from University of Waikato on 'where to next for lifelong learning in Aotearoa NZ'. Asked what has happened to the term and practice of lifelong learning? Is the policy focus on front-end education investment a barrier to lifelong learning? Lifelong learning - orientation to learn over the lifetime, acknowledging portfolio careers requiring continued learning.

NZers have increased completion of qualifications, with small sector of population with no qualifications (2023 - 12%). Lifelong learning became important through 1990s with 1/3 of workforce with no qualifications. Industry training increased. Tertiary sector - student loans, skills training tied to completions etc. Do we still depend on the market model - as this may no longer be fit for purpose. 2000's pivot towards 'front-end' loading with state support for short qualifications. 2010's tightened eligibility/ incentives. E.g. no student allowances/ loans to older NZers, late-life transitions harder to fund. 

Lifelong learning still needed due to rapid tech change, second/third chance need rising, capacity gaps in current policy levers, literacy issues identified amongst school age students before Covid, increase in precarious work and portfolios careers remain. What is the right mix between 'front-end' and balanced systems. There is a need to design policy for continuous upskilling and transition. Proposed restoration of genuine lifelong access. 

Then Camilla Karenhana from Ringa Ora on their project ' Tirohia ki tua - the impact of Māori in the service sector. Told the story of growing up through various economic changes and how this connects with the work being undertaken. In the community services sector, important to understand the impacts economic consequences on communities and individuals. Deficit view needs to be flipped. The ecosystem of how they work is through building relationships. Historical issues of mistrust need to be worked through before progress can be made. Relationships need to be genuine, build on trusts and not just on outcomes. Wānanga take place which are to listen, be open, identify what can be done, and be about them. Tuia was to connect Māori across industries. 

Went through the resource  (Tuia 2025) developed and how this can be utilised. 

Lunch followed to recharge after a busy morning :) Good to be back with kindred spirits. 

APAC TVET forum - DAY 1

 At the second Asia and Pacific Technical and Vocational Education Forum running today and tomorrow. 

The conference has a mix of presentations, mostly on policy and governance. The China-NZ Higher Vocational Education Summit is also one of the streams running through the conference.

The conference is fully on-line and starts after lunch time in Aotearoa, to allow for time differences across Asia. 

Here are notes taken from today's keynotes and presentations.

The conference begins with a mihi whakatau (traditional Māori welcome) with Mila Tupaea, who is Chief Te Ao Māori advisor for the Skills Consulting group. He is supported by Nancy Purvis also from SCG who provides an overview to all on the purposes of Māori language week, summarised the history of Māori language's struggle through the last century and the current revival of the language in Aotearoa. 

The opening address is with Hon. Chris Hipkins, the NZ Minister of Education. Extended welcome to all, especially participants and institutes / organisation from overseas. 

Summarised the rationale and status of the reform of vocational education (RoVE) including the integration of work-based and institutional training through Te Pūkenga. The role of Work Development Councils (WDCs) and the Regional Leadership groups (RLSGs). Stressed the need for Te Pūkenga and all providers to uphold the crown relationship with Māori. The integrated system provides ease of movement between work-based and institutional learning. Wished the forum well.

Josh Williams from SCG introduces the first keynote with Akustina Morni, Senior advisor for the International Organisation for Employers (IOE). Summarised the role of IOE - promote and defend business interest at the United Naitons, International Labour Organisation (ILO) etc. established since 1920 and thousands of members across the world with many international partners and organisations. Presented on the ILO apprenticeship standard setting process to provide for quality apprenticeships and the general perspectives of employers on TVET systems, challenges, common concerns and policy recommendations. 

Began with a quick overview of the future of work - tech and digital transformation, changing demographics, climate change, globalisation and skills shortages. The pandemic exposed structural issues with impacts on the way we organise work, the employment status of workers, the evolution and expansion of industry skill needs, employment impacts through digitization and automation, the gig/platform economy, the nature and dynamics of dialogue between employees and employers etc.

ILO considers the importance of governments, employers and workers on the many items listed above. Detailed the background behind the evolution and details of the ILO standard setting for apprenticeships. Presented on the advantages of apprenticeship for all groups and shared the critical issues for employers. In general these were around rigid regulations, no incentives/guidance for employers, the lower status of apprenticeships, be inclusive, a lack of coordination across separate government bodies, difficulties. etc. 

Recommendations for the standards include: the removal of traineeships and internships and to only use the term apprenticeship, support through national laws and circumstances, stronger language on promotional approach to remove negative connotations, nuanced language on classification of apprentices - not just employees, and incentives.

Common challenges include skills mismatches/shortages, talent mobility, underuntilisation of skills, imbalances between supply and demand, government ministries working in parallel rather than (together) lack of financial resources, investments, qualified teachers/professionals, and each sector - employers, governments and workers have specific challenges. Examples shared.

The ILO recommendations found here.          

Continued with the need to evolve 'skills' as the top skills of the future are about asking 'why' / 'why not' rather than rote learning of what and how. Skills which are not easy to quantify are more important than technical skills and knowledge. Stressed the need to also support skills for jobs in the green economy. Used the example of Singapore as a 'future ready' country with some good practices. Other examples include the WorldSkills forum, Accenture - new skills project, Microsoft - imagine academy, GAN, UNESCO Institute of Lifelong learning etc.  Check Deloitte report for 'future skills'  Encouraged all to engage with employer and business membership organisations so that their viewpoints are collected.                        

Breakout session across 5 streams begin, with presentations from Malaysia, Thailand, South Korea, the China-NZ Higher Vocational Education Summit, and from Fiji. I attend the session by Afiq Redzuan, group chief executive officer for Multimedia Technology Enhancement Operations (METEOR) presented on lifelong learning in Malaysia and thriving in the evolving digital economy. Began with rationale, especially in the Malaysian context, of the importance of lifelong learning. Defined lifelong learning as the 'acquiring and updating all kinds of abilities, interests, knowledge and qualifications from pre-school to post-retirement. Shared the blueprint for success in lifelong learning and the 11th and 12th Malaysian plans to shape and support lifelong learning. Impact of the outcomes of TVET has been good with most graduates moving into work. Status of TVET still poor but TVET graduates are in high demand. Disruption due to Covid increased unemployment and had impact on work culture. Raised opportunities for open and distance learning and the promotion of lifelong learning. Over 61% of companies want to continue with hybrid work arrangements now. Digitalization of learning increased with higher intake in the ODL university. Shared learning design of OD through online interactive activities, assessments, e-lessons, online exams, and online grading. Post -covid the quality of education needs to remain intact - regardless of delivery method, systems and processes require enhancement, move towards micro-credentials and work on enhancing reputation of ODL for adult learning. 

Two panel sessions convene, before DAY 1 comes to an end.

Panel 1 is on the future of apprenticeships with presentations and discussion from Garry Workman (GAN - Global Apprenticeship Network, Australia), Josh Williams (GAN NZ), Erik Swars (Switzerland - Swiss Federation University VET), Josē Oberson (MOVETIA - Switzerland) and Nazreen Mannie (GAN) who is the moderator. 

Nazreen introduced the panellist and the topic, including the key need now for ensuring apprenticeships remain relevant and effective in a post-pandemic world. Each updated on current initiatives in their country around apprenticeship systems and skills development.

Gary provided the Australian perspective which has an all-time low unemployment rate and the challenge of engaging the people who really need skills to move into the future. The new government has convened a 'jobs and skills summit' to discuss the many challenges. The main ones with apprenticeship are completion (still hovering around 40 -50%)l support of small businesses which often are under-resourced to support apprentices, and a new government grappling with high inflation, low unemployment and high skills demand. Overview of Australian group training system here.

Erik provided the Swiss experience which has a well-respected VET system with 60% plus students take up. Unemployment is very low. Collaboration across the cantons is always a challenge. Important to ensure there is a clear pathway post apprenticeship, so that the apprenticeship is a first step into work and career. follow up paper here on the Swiss system.

Josē reiterated and supported Erik's summary and added the view on mobility between sectors etc. at least once during formal education and its importance in providing learners with a wider / broader education during apprenticeship.

Josh provided the Aotearoa overview. With NZ being in the middle of RoVE, it is important to learn from others. Often workplace training is not recognised or accreditated. There is a need for the formal system to understand better, the workplace learning approaches and to integrate work and formal study much better. Like the other countries, unemployment is very low. Dual systems with their dynamic relationships between corporations and providers provide a model to learn from.

Next question revolves around how to support and engage companies in training.

Gary has similar challenges and the green sector along with health/care sectors do not have a pathway for apprenticeships - usually relying on universities. Small businesses without the capacity or the variety/continualty of work and support for these will help. Initiatives are being increased and worked through to support more sign ups of apprentices including bringing in more women, diversity into traditional male occupations. 

Erik discussed the ways Europe has to adapt to current and future challenges. The energy shortage has required innovation as Switzerland has no natural fuel sources. The curricula for VET is being reviewed to ensure that labour market needs are met. The outcomes are quite broad which helps allow companies flexible in meeting the needs. Small enterprises are also the backbone of the Swiss VET and systems and processes must be robust to support these.

Josē reiterated the role of 'mobility' to help Swiss economic development. In particular, contributes towards development of 'soft skills', adaptability, and flexibility with learners. An example provided in the health system, with many workers coming from other countries and adapting to the Swiss system.

Josh acknowledges that it should not be VET vs academic, but another pathway which has a clearer connection with work. Encouraging  young people, about to complete schooling, should have opportunities to try a range of work, to affirm their affinities. Employer and school connections are important. 

There is a conference (shifted from this year) in 2023 organised by all the panel members. 

Panel 2 collates 'The youth voice:Stories of impact in VET, with representatives from Ivy Chen (China), Josh Nicki (Australia), Le Ngoc Ling (Vietnam), Momman Nattapon Aunhabundit (Thailand) and moderated by Jim So from Skills Consulting group. As with last years segment, an uplifting session :) Once a affinity to a vocation /occupation is found, passion bolsters resilience, confidence and success.

NZ Vocational Education Research Forum - Day 2

 

The second day begins with welcome from Josh William, Evangeleen and Ezekiel Raui of Skills Consulting Group.

The first address is from Penny Simmonds, National PartyTertiary Education spokesperson and was the CE of Southern Institute of Technology for 23 years. Shared her experience on the development and maturity of a research culture at SIT. Acknowledged the challenges, especially the initial beginnings to support and build research capability. There was important need to enable research including better teaching hours abatement, leadership support, networking collaborative research, the importance of sharing and peer support, and provision of opportunities for dissemination and publication. Direction for VET research could include building research into Bachelor and post-grad curriculum, encouraging joint tutor/student research, and problem-solving for industries and communities. VET research usefully deployed to help find solutions to local problems, can be longitudinal and attract local funding. Research then informs teaching, is discipline specific and can be used to improve teaching. Posits that VET research is about providing solutions, improving practice, grounded in real-life, and helps students, industries and communities.

The first keynote for the day is with Tania Winslade, DeputyCE for Learner Journeys and Experience at Te Pūkenga and Debbie and Kelly-Anne from Wintec. She provides details on ‘Te rito:ensuring learners are at the centre of our unified network’. Provided some background and guiding principles (the charter) for the work now being undertaken by Te Pūkenga. Partnerships with schools, wanangas, workforce development councils, iwi, community, industry etc. crucial in ensuring Te Pūkenga meet stakeholder needs. Introduced the Te Rito reports so far – learners and staff, Māori, Pacific and Disabled which identified insights and opportunities for them. Debbie Preston and Kelly-Anne Panapa summarised the reports. All were con-constructed with participants and the approach and process for gathering and analysing the data. All the data was analysed as a whole. Then data sets formed for Māori/pacific and disabled learners and re-analysed. Learner and staff personas were developed to inform Te Pūkenga’s work going forward. Shared example personas and their bumpy journeys. A good presentation. These findings inform the operating model (Te tauira whakahaere) developed as organisational touchpoints. Consultation on this will start in October. Affirmed that all of this research will be respected and these will be actioned into Te Pūkenga’s emerging operations.

Breakout rooms commence. I attend the session with Dr. LisaMaurice-Takerei from Auckland University of Technology and Helen Anderson (Unitec) on ‘the role of VET teachers in Aotearoa NZ’s economic future’. The overall focus of the presentation is based on the opinion that good teaching underpins quality VET. VET teachers are often invisible but doing complex work. There is often insufficient support for industry practitioners to become teachers. There are qualification pathways but often these are at too low a level. VET teaching as a whole is not seen to be a career pathway into professional/research aspects of VET. Current RoVE work has emphasis on industry and learners but the VET teachers are again not visible. An opportunity is presented especially in the new world in processes of standard settings, qualifications development, moderation, development of programmes and decision making in qualification and their delivery. VET teachers have high level of skills and knowledge in their discipline but often have to learn how to teach ‘on the job’. Pedagogical content knowledge and skill associated with teaching/training methods most suited to the discipline is a weak point. Important to ensure there are good induction and professional development processes to support teachers as they move into and continue as VET teachers. Qualifications to degree level required. Industry currency also important. More coordinated VET research will be useful. Vet teaching should be highly valued, high level VET teaching qualification available, research agenda, industry currency has precedence, allowing for a high quality VET provision.

I then present my take on ‘the knotty problem of learning how to ‘feel the wood’ when access to the lathe is not possible: Supporting distance/remote practice-based learning’. In this presentation, I review the processes underpinning practice-based learning with a focus on the sociomaterial aspects of practice. Sociomateriality is an intensely challenging but crucial aspect of practice-based learning. It is also difficult to help learners access the sociomaterial via digital technologies as so much is learnt by doing. Experts also find it difficult to describe sociomateriality of their work as it is embodied into their practice and has become tacit. The push-connect the dots-pull model is extended to help bring in aspects of practice-based learning to support the learning of the sociomaterial aspects of work.

A plenary session follows with Patrick McKibbin, Business and Employer liaison manager at the Ministry of Education with ‘the emergence of work integrated pathways'. His role brings him in contact and consultation with employers, schools and learners. Employer engagement is crucial. 66% of students had no exposure to employers, 45% no exposure to careers advisors. 57% heading to uni but only 6% to polytech and similar to apprenticeships. Summarised present programmes - gateway, trades academies, work experience whilst still at school, events to connect school communities and employers. As part o RoVE, 135 events run but covid has disrupted many more. Young people attending these feel more informed about their pathways beyond work. There is skills shortage in NZ and employers are desperate. There need to have schools and employers co-creating learning journeys for learners so that outcomes are more diverse. Provided example of Hastings Boys High School and Patton Engineering began to work together in 2018. HBHS is decile 2 with high numbers of Māori/Pacific students. Community funding support provided to upgrade workshops at the school to workplace standards and Pattons helped provide steel to the school. Outcomes have been good with 31 more employwers engaged and number of boys engaged in vocational learning increased. Massey High School and Kāinga Ora (building organisation) another example where 10 years ago, a Massey HS building academy was developed and now has 100 students participating. Again outcomes are good with attendance at 95% and 99% of students go into apprenticeship and employment. This model now being shared with other schools. Emerging networks include Fusion Network (software development) and Tamaki High School; Mainfreight & Hynds (transport); IBM Global Tech programme with two schools in South Auckland. Discussed how work integrated pathways are part of the new future for learners. MOE has resources to support the process of employer and school interrelationship. Shared work MOE is doing now and into the future to operationalise the intentions of the Reform of Vocational Education (RoVE). 

The last keynote is with Wolfgang Steinle, Deputy Principle of Kerchensteinerschule in Stuttgard, Germany. He presents on ‘Co-ordination and co-operation: How vocational providers support work-based learning and apprenticeships in Germany'. Began with the background and details on the dual-system. Then description of the coordination and co-operation process between schools and business - especially in light of Covid. Stuttgard is in Baden-Wurttenberg state in Germany with 11 million population. Unemployment currently at 5.6% with 3.5% youth unemployment. There are 300 vocationsl schools in the dual system. Provided overview of the German education system, and where the vocational school and dual VET systems are situated. In the dual system, student are situated 30% at vocational school and 70% in workplace across 2 to 3 years. The governance system involves republic, federal state and rural/urban district jurisdiction. Detailed the processes for coordination and co-operation between the vocational school and employers. Vetting systems and regulations presented. Employers must have a qualified trainer. Final practical exams are conducted at the workplace. Responsibilities of each and their roles also presented. During Covid, online lessons from vocational school were carried out according to the normal timetable. Socially disadvantaged students required support for hardware. Tests were provided 2 times a week.  Students on the dual system did better than the full-time students. Good overview of the dual system. 

Josh and Evangeleen close with thanks for attending the forum, speaker, supporters, sponsors etc. The forum concludes with a poroporaki with Joe Te Rito.

NZ vocational education and training (VET) research forum - 2021 DAY 1

 This year the research forum is held online again.

The forum opens with Joe Te Rito and Alexia Tuhi from Ako Aotearoa providing the welcome. Josh Williams than provides an overview of the conference and a welcome to all the participants, from may countries and across the educational sectors. and Garry Fissenden, CEO of Skills Consulting Group, follows and reiterates the welcome to everyone. Helen Lomax, Director/Tumuaki of Ako Aotearoa also provides a welcome to the forum.

The first keynote is with Brad Olsen, Principal Economistand Director of Infometrics who presents on ‘NZ economic recovery and the NZ education system’. Provides an update on how the pandemic has altered the global landscape. It is not going away and there is a need to keep up with what the implications of the pandemic are into the future. His presentation focuses on ‘building back better means taking a different approach’. Re visited the effects of the first lockdown in NZ last year, a significant shock but also a quick recovery. Employment is well up but still over 100,000 NZers looking for jobs. We have enough people but not at the right time, right place and with the right skills. Health jobs have increased significantly but retail, hospitality etc. have dropped. Retraining may be one option but not all people need long training programmes. Upskilling is important. Regions dependent on tourism (Otago) have been most badly impacted. Tourism might never be the same again ☹

Highlighted the need to have a new way of working. As so many of us continue to work from home, groceries, home recreation and DIY – including increased spending in furniture etc. have increased. Internal tourism sees regions nearest main centres to be busiest. Accommodation and F & B have declined. Suburban centres outside of city centres also doing better with greater number of people moving out of the city to the outer suburbs. Commuting using public transport have also not revived.

Labour market is intensely tight. Instead of large numbers of NZers out of work, there is a labour shortage. Due partially to no access to skilled workers from overseas (from about 5000 a month to none – an unlikely to be as open post-pandemic). Unemployment may drop below 4% but unemployment still uneven across ethnicities. Māori and Pacific Peoples have double the rate. Young people and women also more affected. The work of Te Pūkenga is important and especially crucial to work with the Regional Leadership Groups (RSLGs).

Job advertisements well up with few people responding to these. Competition for workers therefore increased. For education, micro-credentials have become more important to fill gaps and to help people move horizontally across occupations. Integration  of the skill needs between employers and education important. Warned of inflation – soaring shipping costs filter to higher costs of consumables.

Breakout sessions then begin.

The first is with Tania Mullane (Whitereia and Weltec) on ‘tangata hourua framework’. The framework is an indigenous reciprocal research framework. It draws on Kaupapa Māori and Pacific methodologies and values. The framework upholds the rights of Māori to have their knowledge and culture embedded in research. It also reflects and represents those who self-identify as having multi-ethnicities which include Māori or Pacific Island. Important as a response to a gap in understanding and the need to address and give context to some of the tensions, conflicts, and challenges of multi-ethnic populations. As there are no existing theories, important to acknowledge and respond to the need of Generation ‘B’ - brown, brainy, beautiful, bicultural, bilingual, bold. The framework is useful when undertaking research with Māori and Pacific peoples. Important to develop indigenous methodologies and dispel the dominance of western methods and that they are the only valid /reliable ways.  The framework synthesises work on Kaupapa Māori theory (HIngangaroa Smith) and Pacific/pan-pacific approaches. Discussed the specific challenges in bringing these two important methodologies together and provided details on how the framework was build. Used both the whare and the waka as they are both shared in both cultures. Selected the double hulled canoe – as both deliberately bound together for the long sea journeys. As with a waka, tangata (people) with skills knowledge and expertise and that the waka can be upturned as a whare once the destination is reached. Provided detail of the framework including a spiral bringing together both cultures but with space to also stretch/move between the themes. Summarised ways to use the framework. Possible as a cultural ‘roadmap’ to allow for how participants may self-identify and to overlay collective group of Māori and Pacific people.

The next session is with Dr. Cherie Chu-Fuluifaga (Victoria) and Janice Ikiua-Pasi (Massey) presenting on ‘From good to great: 10 habits of phenomenal educators for Pacific learners’. Cherie introduced herself and the project. Janice then introduced herself. Shared the purpose of their project to try to turn theory into practice, develop real system change, listen to student experiences and focus on the strengths of phenomenal educators. Shared two stories of phenomenal educators. The pioneer educator and the reflective educator. Introduced ‘the Kato’ or presents - as the ’10 habits’ – summarised on Ako Aotearoa site

A panel session follows on exploring the Centres for Vocational Excellence (CoVEs) with Paul Hollings, General manager for the Foodand Fibre CoVE and Bharti Raniga, General Manager for the Construction andInfrastructure CoVE. Josh Williams introduces the panel session and provides the background and context of the creation of the CoVEs. Each GM introduces their CoVE, the purpose and direction. Bharti spoke of ConCoVE, with a Māori name forthcoming. Vision of ConCoVE is to assist the alignment of the industry and VET. Industry is not quite satisfied with current quality, type and access to training for the industry. Dialogue and co-construction (pun intended) required to increase productivity, increase diversity of current workforce, and contribute to NZ future workforce development. At present ConCoVE has been working with employers, industry, iwi, Te Pūkenga and now in the phase of focusing on the themes and recommendations arising from this consultation. Also learning much more about why and how people engage with work in the industry, when they make their career decisions, what are the learning pathways and what does technology and the future of work bring into the picture.

Paul summarised progress on Food/Fibre CoVE. Largely industry with some provider members and a board. Currently 5 staff. Reached out to their constituencies and find out what their needs. A knowledge base has been setup; a framework to evaluate how the CoVE is effective; and a literature review to find out what is going on in food/fibre education training excellence. Interest in microcredentials but important to work out how these are integrated into current qualifications framework. As with ConCoVE, working on equity issue, to bring in Māori/Pacific/women/immigrants into the industry. Also building a work-integrated learning model for the industries. Important to identify the opportunities for excellence and to leverage these. Due to the newness of the CoVEs, there were lots of questions.

The second keynote is with Olly Newton, Executive Director at Edge Foundation who presents on ‘Degree model apprenticeships’.  Provided an overview of the Edge FOundation which is working to inform educational systems to provide young people the knowledge skills and behaviours they need to flourish in their future life and work. Then provided the background on the apprenticeship reform in the UK including the work on shifting apprenticehship frameworks and standards towards apprentice endpoint assessments. An apprenticeship levy was also set up to fund work and support on apprenticeship and rationalisation and detail of this was presented. 

Shared the UK experiences with Degree Apprenticeships. Began with background as to how these are constituted - length, coverage, and delivery models. There were 13,400 starts in 2019/20 for degree apprenticeships with 55% mainly in business, administration and law. Proposed advantages and challenges. 

Summarised other examples of degree apprenticeships from Scotland (graduate apprenticeship), Norway (industry master programme), and Lithuania (create Lithuiania to attract study abroad students). 

Then covered the wider models for VET (not necessarily apprenticeship). Examples include Edge Hotel School (with University of Essex) which  is situated in a hotel and supplemented with WIL in other hotels; Wales National Software Academy (with Cardiff University) replicates a development business; Minerva University in San Francisco; and Quest University in Ontario. 

NZ VET research forum - presentations now available

Most of the presentations from the recent NZ VET research forum - see here for summary of day one morning - are now available via this link.

Of note are the keynote presentations from Dr. Marco Pagcanella providing a more global overview of where NZ is at with regards to work skills through the PIACC data, and Professor Jane Bryson's analysis of availability of professional development for workers in NZ.

NZ Vocational Education and Training (VET) research forum - DAY TWO after morning tea

After morning tea, three concurrent sessions are presented.

Firstly with Helen McPhun from LEARNPLUS on ‘will shifting the goal post improve the game?’ Shared a subset of her study ‘is the current benchmark the cause of poor assessment practice?’ Some moves to remove the unit standard 4098 which prepares people to assess competency standards. Assessment processes and behaviours seem to have flaws? Do we blame 4098 and shift to a more difficult unit? Interviewed across the private tertiary providers and ITOs – assessors, academic managers and moderators. Variables to explore include assessors, assessment documents, context, conditions and support. Shared findings. Assessors have preferences, standards and values and these colour our assessment decisions. Design, clarity and ease of use of the assessment documents play a key role in ensuring assessments are valid, reliable and fair. Therefore, not 4098 preparation but the assessment documents themselves must be solid and the behaviours of assessors in making assessment decisions.

Second concurrent session with Dr. Glenys Ker (with work with John Gualter) from Otago Polytechnic with ‘facilitating for transformative learning – innovative ways to support learners (and their organisations’. Provided background, context and rationalisation on a Doctorate of Professional Studies study of the Independent learning pathway (ILP i.e. recognition of prior learning) process. Usually enables people to attain a degree over a year. These people are engaged at work. Also the Partial Independent Learning Pathway (PILP) for people in an organisation. Here, the learner completes a project, identified with their organisation. Provided details of the process along with examples. Begins with ‘looking back’ to reflect on their knowledge and skills, then ‘taking stock’ to work out what they have and if there are any gaps, leading to a ‘summing up and looking forward’ step to bring together the evidence / case study for presentation. Shared 4 principles for effective facilitation. Needs to be fit, build relationship, understand the skills, knowledge and attitudes required and putting the learner first.

Next up, Mark Cox and Konrad Hurren from BERL on ‘modelling alternative post-school pathways’. Presented research to look at returns post-school dependent on where and how people move through life. Data was from the integrated data infrastructure from Statistics NZ. Project was concerned with checking a NZ Universities stat on earnings if degree was complicated (i.e. a million over lifetime). Shared the problems with the stats which did not consider many parameters. The study presented modelled alternative pathways for people leaving school with at least NCEA L2, account for earnings and across different skills / disciplines. Population who completed an apprenticeship / degree in 2003. Tracked back to 1999 and to 2018. This allowed for 4 years of data from time leaving school. Allowed for average student loan, household economic survey, mortgage, house prices etc. For degrees B Com. BSc, BA with technology based apprentices (building, engineering); commerce and other apprentices (personal services, society and culture). Used model to calculate ‘net financial position’ for average person in each group. Made assumptions as to 20% deposit and 20 year mortgage of half a house; saving through kiwi saver, are frugal and try their best to live within their means. Results indicate between BSc and technology based apprentices, by 10 (14) years, degree holders take over but apprentices earn more at the start. B Com and commerce based apprentices, in year 5 -6 and BA and other apprentices also similar but earnings are lower. After 15 years, technology based apprentices have earned more across 15 years and BA the least. Apprentices tend to have capability to purchase house earlier and be able to accumulate assets earlier.

After lunch, we have a keynote from Dr. Damon Whitten from Ako Aotearoa and Mike Styles from the Primary ITO on two upcoming Ako Aotearoa Research initiatives. Mike presents on ‘A NZ dyslexia friendly quality mark’ funded by TEC and overseen and managed by Ako Aotearoa. Internationally 10% of adults with dyslexia generally underachieve in education and choose not to engage in education. Dyslexia is not a disability but is best thought of as a different way of seeing the world. Is not related to intelligence but struggle with text. Quality mark is based on model developed by the British Dyslexia Association. Need to contextualised to a bicultural NZ setting and standards for education management, delivery and inclusiveness. Summarised advantages for learners and providers. Good practice for dyslexic learners also good practice for all learners.

Damon presented on ‘exciting new frontiers for literacy ad numeracy’. Shared the Adult Literacy Practice Model – know what has to be learnt, know the learner and what to do to help learner do the learning. Need to integrate learner agency – problem solving and self-learning skills. Summarised study on ‘how do lower skilled adults deal with novel problems and learning challenges?’ need to help people move from ‘fixed thinking’ to become more flexible, especially to stop using established or experienced ways to do things. Engaging learners in novel problems that they do not know how to solve, provide them with heuristic method and they can use this to help them solve the problem. Emphasised the importance for developing self learning skills – self-regulated learning, effective learning strategies and ongoing practice. Shared several learning strategies relevant to L & N.

The ‘Women in the trades’ session follows with a panel discussion on ‘employers’ perspectives of the benefits and barriers to women in trades and what they are doing to lead change’. Presented on the benefits to employers; perceived barriers of employing women; current behaviours and beliefs; and changes that can help employers and industries become more gender diverse. Erica Cummings (BCITO) Mced the session with 4 employers (1 female) on the panel, providing their perspectives. Each provided background on their company and their perspectives. 
Mark Williams then provided overview and summary of the project. Included how the various parts of the project inform and connect across. Presented the research objectives, methodology and findings. Generally, female employers, large companies, companies with females in leadership roles and automotive engineering tended to employ comparatively larger numbers of women. Women brought 'attention to detail' and 'softening of workplace behaviours' but barriers included lack of physical strength and 'might get pregnant'. Many trades jobs come about through word of mouth, advertising the job seen as a useful method to open opportunities for women. Offering flexible work arrangements, partnership with schools and widening circle of people they talk to about a job all assist. Proposed strategies for assisting businesses to employ more women in the trades.

The conference closes with thoughts from Josh Williams.

NZ Vocational Education and Training (VET) research forum - DAY TWO EARLY MORNING

Professor Pat Walsh, the Chair of the ITF opens the second day of the conference. A drizzly, grey and windy day in Wellington, so good to be indoors enjoying the conference and the company of kindred spirits.

Day two then begins with a keynote from the Honourable Steven Joyce, former Minister of Tertiary Education, Skills and Employment and author of an Australian report ‘Strengthening skills review of Australian VET sector: Skills training reform: a Trans-Tasman view’. Provided background on the Australian review and using this to comment on the current RoVE in NZ. The review is now followed by putting into place, the recommendations. From his viewpoint, Australia had viewed the NZ VET process as beening successful! And yet NZ is in the process of a major change. Both countries challenged by the rapid changes in the nature of work / employment and skill needs. All countries experience cycles of rise and fall of student numbers. When employment is high, there will be low in enrolments in ITPs. Australia has school leaving age of 18 and a very strong university sector, putting the squeeze on TAFEs with regards to potential students. Asked the question, what is skills training and if it did not exist, would we invent it? Yes. Common sense tells us that ‘learning by doing’ / ‘earn while you learn’ involving experience and applied learning are required. If we have VET, what are the attributes of the system. Most important to have support of employers. NZ has taken 30 years to have growing numbers of trainees and apprentices. Important to ensure the things that work are supported and enhanced. VET must provide clear pathways for learners – i.e. school to VET and then training to work. Always a challenge to start apprenticeships in new industries. NZ has Skills pathway and better accessible information on careers. Strong industry voice still required in schools. Pathways from study, whether uni or VET, into work still a challenge. A good VET system must provide the skills required by people to get a job. Flexibility and agility in updating qualifications is important. Addition of ‘academic freedom’ into VET system argued to perhaps not be required?! Moving to just one monolithic provision, may stifle choice and eventually quality. Regulation across the sector still important. Substantiated why NZ VET should not go through change as the system is not broken and reasons for change are to shore up the public VET sector, rather than enhance VET for learners and employers.

Then concurrent sessions begin and I attend the presentation by Mandy McGirr managing director of McGirr Training, on ‘helping youth to develop employability and to signal what employers seek--- soft skills, transferable skills and work experience’. One of the purposed of education and qualification system is employability development. Employability development can be envisaged as a short or long game focus. Short game is getting a job and can be any job, mostly low pay/security. Long game focus is to provide greater mobility / progression / security (i.e. career managing). Asks the question ‘ what are the employability development support roles (or potential roles) of the NZ public education / qualification system and its players? What is the role or ‘value add’ of the VET systems? Who will do what role and how? Defined for the purposes of her work, soft/non-cognitive skills, transferable skills, work experience, signals and employability development. One resource – UK based – what do employers seek when hiring young workforce entrants? In general employers seek past experience and a range of soft/non-cognitive abilities. Signals are important to connect the skills potential workers have with the perceived required work /occupational skills. Third party signal senders (training providers, referees, other verifications – drivers licence / badges / micro-credentials) are part of the loop. Implications for supporting employability include that gaining skills is only part of the challenge. Individual signalling capability is an important contributor. Work experience provides one key signal for suitability especially providing affordances for learning and practicing soft skills. So what is the role of VET in the provision of employability development?

NCVER no frills and NZVET research forum - presentations and keynote videos

Video of the two keynotes and presentations from the recent joint NCVER 'no-frills' and NZ Vocational Research Forum, held in Sydney in August, are now available.

The link to Professor Lene Tanggaard's video provides for a good overview of her recent work on creativity in VET.

In addition to the summary of presentations on this blog for day 2 am, day 2 pm, day 3 am and day 3 pm (Day one was a series of workshops), here is a brief overview of a few presentations which clashed during the concurrent sessions.

Hugh Guthrie, with Berwyn Clayton presentation on Australian VET policy: processes, stakeholders and issues, summarises the long journey of Australian VET which have been accompanied by short term solutions, poor status of VET and piecemeal reform. Lessons for NZ as we undertake a review of the VET system here.

Michelle Circelli from the NCVER on 'from school toe VET: how do students transition and how can we help them? A complex process with many factors determining student choice and eventual success. Detailed the support factors which support entry, participant, retention and completion.

Another NCVER study by Cameron Forrest on 'measuring soft skills in young Australians'. Defines skills and how they are differentiated -hard / soft and how skills are different from traits. Discussed the various ways to 'measure' soft-skills and on-going work in this area.

Carolyn McIntosh, Yvonne Mosley Martin and Dr. Jean Patterson from Otago Polytechnic with 'video assessment of undergraduate midwifery students' practical skills'. Covered overview of the programme, challenges, recommendations.

Don McLaren and Ian Whitehouse - making a job versus getting a job, the future of work has changed. Good overview of what may occur in the future and a series of case studies which may provide some solutions going into the future.

related to the above presention, is Silvia Munoz from SkillsIQ - with Right skills, right time? The cost of overqualification affecting one in four Australian workers. Matching skills to needs is always going to be complex but even more important now as jobs change quickly. Training / education unable to keep up with the pace of change.

Adelaide Reid reports on a NZ study on Youth Guarantee pathways and profiles.  Detailed background, approach, findings - what were challenges and advantages.

NCVER no frills and NZ VET research forum day 3 afternoon

Four concurrent session themes today, apprentices and trainees, young people, policy and skills needs.

First up, I catch up with Kylie Taffard’s (BCITO) women in trades project. Project funded by Ako Aotearoa and came about due to high demand for trades people. Covered how women have succeeded in non traditional trades. Focused on the women supply scope and undertook to understand how women engage in trades. Presented rationale, background and the qualitative research process. Interviewed 34 women across industries and at all stages of training and work. Thematic and inductive analysis to identity themes. Characteristics of women entering the trades included range of ages, ethnicities, location but the main similarities were affinities to active and physical work and job satisfaction. Many fell into the trade, had to do their on research to find out about the work. Many experienced low pay or poverty and trades provided good income. Some followed a passion and male relatives were role models. Schools not always supportive of trades pathway. 

Need to make trades training more visible to young women. Pre trade programmes were useful as a start. Mixed programmes provided initial introduction to work in male dominated work environment. Work experience especially important to consolidate career paths. Finding work post pre trade programme was a challenge. On job support from employers and ITOs similar to other apprentices. 

Recommendations were shared. Developed persona to help characterise the women. 

After lunch. I present, with  Cheryl Stokes from Ara Institute of Canterbury, the guidelines from the eassessment project. In essence, summarised briefly the project rationale and underpinning framework of connecting graduate profiles to the aspect of becoming. Overviewed the importance of feedback in contributing to vocational education and the  affordances conferred by digital tools to assist with the process. The guidelines that are distilled from the project also presented. In particular, the need for digital fluency from both tutors and learners and to make learning overt in the learning activities.

Stayed  in the same room with Deniese Cox, Griffith University, on  pedagogically framing VET online. Started with personal background and presented on PhD study. Provided rationale including VET not having much research on online learning. Teaching online is different from teaching f2f. Defined teachers, online learning and pedagogy. Project investigated how online VET teachers teach and if knowledge of online pedagogy will support developing of improvement strategies. Pedagogical orientations are from teacher to student centred. Often pedagogical orientation may not align with their pedagogical practice. This gap may occur for many reasons including logistical, organisational and technological. Shared findings including participant demographics, personas developed to illustrate the pedagogical approaches and survey showing actual pedagogical practice. Used Berge’s model of instructor rules and Bain’s what the best college teachers do, as questions to establish participant pedagogy. Influences on matching pedagogical orientation to practice include class size, units of competency resources which are not developed for online and workload. Teaching seen to be sidelined to assessments. 

After afternoon tea, with Geoff Crittenden from Weld Australia, on the future of technical training focused on Augmented reality training for welding. Explained link between TAFE and Weld Australia and the importance of VET. Welding learning similar now as 100 years ago. Video of Boxford augmented reality welding simulator. Specifications for Soldamatic augmented reality training. With AR, learners can do 10 tries compared to 4 in a TAFE welding workshop. Gamification element in the exercises based on analytics from each run. Health and safety not an impediment. Learning from mistakes also less costly as no physical materials used. Peer learning possible as peer can watch process on the screen to provide feedback. Advantages are accelerated learning, savings with consumables and higher completion rate. 

Last presentation with Dr. Karen Vaughan from the NZCER and Andrew Kear from the Building and Construction ITO, on Analytics and insights: developing a tool to support building and construction apprentices’ completion. In conjunction with the BCITO, a tool is being developed to provide predictive analysis on apprentices’ completions. The presentation focuses on the identification of factors influencing non-completion and evaluative data from apprentices, employers and training advisors, used to improve each iteration of the tool. Karen provided context and information on NZCER and Andrew on the BCITO. Shared statistics on completions and withdrawals and non-completions. Large numbers of withdrawals are in the first year. The learner success project is to develop a health profile tool to focus on likelihood of completion. Needs to also allow for different ideas of success and provide advise for learner support. Project seeks to identify influences, collect data and refine and calibrate. Discussed challenges including methodology, ethics and data integrity. 

A busy but informative conference. Official sessions closed with award for best poster and handover to the 2019 hosts in Adelaide - July 10 - 12. 

Plans for 2018

Looking forward to another busy and productive year. The year will require good planning on my part as there will be quite a bit to get through. We will be down 2.3 educational developers (. 0.5 and a 0.8 = 1.3 through retirement and another moving to a different role in the schools sector). One of us is also working for another part of the institution. Therefore, the shortfall will need to be shared amongst the educational developers left.

To start the year, I will need to support the programme development process for two degrees. Both are reviews of degrees with long histories at Ara. The computing degree should be off to NZQA by the end of summer. The midwifery degree to be away by Easter.

A priority through the year is to analyse the data and findings from the 7 sub-projects which make up the eassessment project. The project report is due in the middle of the year. 5 of the 7 sub-projects have now completed their participatory action research cycles and have or are writing up their reports.

In anticipation of the above curriculum development activities, I have worked on several articles near the end of last year and have already submitted two journal articles for publication in 2018. However, will also need to make a start on articles for publication in 2019. There should be 7 articles generated through the e-assessment project. I will be working on submitting 3 to 4 across 2018.

This year, NVCER ‘no-frills’ and the NZ VET research forumwill be held in August, in Sydney. My initial plan was to support several of the eassessment projects to be presented at each. Now, we will need to work on presenting a few of the sub-projects in Sydney instead. Also, the annual AVETRA conference is now ‘re-branded’ to be a practitioners research conference. It is to be held in Melbourne at the end of April. I will be putting in a paper for this conference around the outcomes of the eassessment project as well.

NZ VET research forum - DAY 2

Wellington turns on the wind yesterday afternoon and a blustery night followed. This morning, a cold Southerly brings light rain, so a good day to be indoors.

Day 2 begins with welcome from Dr. Stanley Frielick, Director of Ako Aoteoroa. Greetings and update on how change of govt. in NZ poses some opportunities for VET research to meet the challenges to the future of work. 

Morning keynote is with Distinguished Professor Paul Spooney who presents on the topic immigration and diversity: preparing for the future. Summarised demographics across the next 10 years, 2 out of 5 live in Auckland but most regional NZ in decline, Asian communities outnumber Maori, more people over 65 than under 15 and major shifts in nature of employment. Work will also be very different. Due to less young people, there is a challenge on future labour and skills supply. 40 to 50% of 2016 will not exist in 2026 but new jobs will emerge. 21st century workers may expect to be in 5 careers and 17 types of work. Immigration is the key source of skills, bringing in young and educated workers. Hyper diversity is the challenge to NZ social fabric. 

Then concurrent sessions begin.

I attend the presentation by Dr. Jenny Poskitt from Massey University on Degree Apprenticeship: is this the future for employer led industry partnerships in NZ? Detailed context in NZ and overseas, benefits and what does the NZ degree apprenticeship look like. Rationale to meet skills shortages in areas like engineering, asset management, IT caused by skills mismatch, ageing workforce etc. university education takes 3-4 years but graduates still require several years to become productive. Summarised the international landscape - Germany, USA, UK. Defined degree apprenticeship as a tripartite employer, provider and learner to combine high quality degrees with on the job and professional pathways. Collated the features as flexible delivery, assessments etc. aligned to work, learning is work and work is learning plus authentic learning with workplace mentor. Benefits are many (Antcliff, Baines and Gorb, 2016; Bravenboer, 2016; Gunderson and Krashibnsky, 2015: Jones, 2011). Reported on pilot funded by e2e to address skill shortage in asset management side of engineering. Described process for deriving the knowledge skills and behaviours required in the degree qualification. Emphasised the need to build relationships, listen to employer and be responsive. Recommended alternative names, mastership, sponsored degree etc. investigating tax incentives, creating structures, aligning policies e.g. learning pathways etc. ended with potential benefits and risks and tensions. 

Then at the next session, a presentation on similar lines in engineering from Brendan Mischewski from e2e on Micro credentials in engineering. In NZ quality services meet needs for millions of kiwis but innovation is not encouraged and the evidence is weak. Reviewed findings of productivity commission which challenged the status quo. Provided rationalisation for the need to have rapid and responsive qualification systems and completions. Detailed e2e response to meet NZ current and future engineering needs. Skills shortage at 6 and 7 which will relieve stress on level 8 engineers to meet challenges requiring innovation. Alternative credentials include work based learning, boot camps. MooCs, professional exams, adult and community learning and recognition of prior learning. Approaches include packages of learning within accredited ed,, activities outside, aspects and teaching and experiences, aimed to provide a bridge. Provided examples of micro credentials as Competenz micro learning, BCITO. Hop on hop off, NZ Dip. Ag.  Self driving vehicles etc. need to work on how to ensure quality and relevance, who benefits, how to leverage, and how to optimise performance. Detailed an initial model for microcredentials for engineering. Future, to developing and expert engineer. Also discussed current NZQA    Pilots -  and e2e ideas  -  rethinking NZDE, fire engineering stream, public works, sustainability bolt on, PD, pathways for Pasifika, and simplifying RPL.

  

A short plenary address with Philip Walker, principal advisor from Stats NZ follows. Phil presented on data in a changing world. Overview of the impact on industries business models. 5 trends include new behaviours, technologies, millennial workforce, mobility and globalisation. Now in a world of rapid and continual change where data my assist us to better understand our challenges. Used agriculture as an example of change. Drop in number of workforce but increase in parts of industry requiring R n D activity to cope with continual market shifts. So decrease in on farm worker but increase in analysts, irrigation specialists, consultants and researchers. Provided details of NZ integrated data set- IDS - (IDI and LBD) which bring together data collected by various government agencies. Longitudinal data provides journey of individuals (generalised) and cohorts. Provided details how to access data and recommendations on skills required to make the most of the data. Also provided information on other initiatives, the data leadership hub, data stewardship and the census. provided examples. 

After lunch, two sessions. Dana Taylor from IPU NZ with Becoming agents in their Vocational learning: English language learners self reflection throughput a workplace training course. Shared an action research project to find out how international students transform their identity through work experience (70 hours). Part of a level 5 tourism program. Provides situated learning but international or ELLs face linguistic, interactional, cognitive, instructional and organisational challenges. Scaffolds required to prepare students to deal with a different work culture, symbols and behaviours and obtain sociolinguistic and sociopragmatic confidence. Confidence required to deal with culture shock and workplace expectations, tutorials on cultural awareness, fluency and self-efficacy. Used short written survey to establish students progress towards meeting graduate outcomes. A good example of using an evidence base to ensure students meet learning outcomes. 

Then, a joint session starting with Mike Styles from the Primary ITO with his ongoing work on evaluating the effectiveness of support interventions for dyslexia learners in multiple learning environments. Stressed the need for people with dyslexia to be better supported. Reported on an Ako Aoteoroa National project which is 2/3 complete. Learners with dyslexia were supported using a package adapted from one used by the Primary ITO. Consists of screening to provide quality info. About their dyslexia. Support them to own their condition and info. To their employers, tutors, training advisors etc. also human and technological support. Reported interim findings. Dyslexia tend to either excel or languish. They have usual problems with literacy, limited short term memory, limits on sequencing skills, longer cognitive and physical processing speed and slower automacity. Positives include better spatial 3D skills, empathy, problem solving and ability to read people and creative / different thinkers. Recommendations include importance in supporting, informing and empowering people who are key supporters; technologies getting cheaper and more effective but require support to use and changes to behaviour; aid learners to share their strategies with their peers; dyslexia friendly resources has value for all learners; apps like dyslexia aid; use dyslexi font. 

Wrap up concludes the conference. Looking forward to next years conference in Sydney :)