Reshaping Vocational Education and Training in Aotearoa New Zealand (Professional and Practice-based Learning, 34)

This book contributes extensively to a better understanding of how vocational education and training (VET) and practice-based learning and teaching is developed and designed. It presents examples of vocational education as an ongoing dialogue, continually refreshed through engagement between educators and learners, Māori, employers, industry, and others. It demonstrates how the needs of learners can be met through relevant models of delivery, and how organisations and individuals work towards equity of access and parity of outcomes for all. It details the origins, purposes and evolution of vocational organisations, initiatives supporting Māori and Pasifika success and women in traditionally male-dominated occupations, the roles, provisioning and impact of foundation VET across different contexts, innovations through Certificate, Diploma and Degree programmes of learning, the contribution of new technologies to learning approaches, and the efficacy of education and professional development for VET teachers. This collection of chapters illustrates how Aotearoa New Zealand’s VET system is responding to challenging and changing environments through new frameworks of practice, approaches, and models of delivery. As an overview of a system in change, it is of interest to VET educators, system managers, and policy makers. Series Editors’ Foreword Acknowledgements Contents Acronyms Part I: Context and History of Aotearoa New Zealand Vocational Education and Training Chapter 1: Introduction – Reshaping for the Future: Challenges and Innovation Introduction Rationale for This Book Setting the Stage: Historical Context The Modern VET Landscape: The Backdrop to RoVE Exploring Educational Innovation Summary of Chapters References Chapter 2: Industry Training Organisations: A Perspective on History, Evolution, and Innovation Introduction and Overview The 1992 Model The Magic of “Apprenticeships” Grow, Grow, Grow! Why Employers Train Skills Leadership Performance Problems The Recovery The Reform of Vocational Education (RoVE) References Chapter 3: The Evolution of NZ Institutes of Technology and Polytechnics Introduction The Genesis 1947– The Educational Reforms from 1990 Polytechnic Rationalisation 1990–2020 The Learning for Life Funding System Further Developments Polytechnic Degrees Quality Assurance Fully Funded Growth Industry Training Competency-Based Qualifications Engineering The Bachelor in Engineering Technology (BEngTech) The Reform of Vocational Education (RoVE) 2019– Funding the New System Innovation Closing Thoughts Conclusion Postscript References Chapter 4: The Reform of Vocational Education 1: The Context for Change The Policy Context and Earlier Reforms The Origin of the Reforms The Reform Proposals The Final Decisions Conclusion References Chapter 5: The Reform of Vocational Education 2: Looking to the Future Introduction Defining the New Vocational Sector Implications for Vocational Provision Implications for the Strategic Environment and Industry Voice Changes to the Funding Model Conclusion References Part II: Responding to Issues of Equity Chapter 6: Unleashing Potential – Legitimising Māori Talent Through Capable Māori Introduction Te Pae Tawhiti Otago Polytechnic Iwi-Centric Learning Space Vast Expertise and Experience Legitimised An Iwi Centric Learning Space Highly Successful Iwi Partnership Critical Factors of Success Unleashing Māori Potential Across the Vocational Educational Network Conclusion References Chapter 7: The Learners’ Voice: Pacific Peoples in Industry Training Introduction Relevant Research Helping Māori and Pasifika Learners Build Their Skills in the Workplace (Competenz, 2014) Pacific Learner Success in Workplace Settings (Ako Aotearoa, 2017) Hīnātore: Empowering Māori and Pacific People Through Workplace Learning (Ako Aotearoa, 2019) Ako – Teaching and Learning Mahi – The Workplace and Connections to Work Whānau/Aiga Empowerment The Voice of the Learner: Industry Trainees Tell Their Stories Careerforce Samoan Diversional Therapist Brings Culture to Work (Pacific Connect, May 2019) Our Language, Our Knowledge (Pacific Connect, March 2020) A Better Life Through Training and Education (Pacific Connect, June 2020) Encouraging Pacific Youth into Healthcare (Pacific Connect, May 2021) ServiceIQ For the Joy of Cooking Building and Construction ITO (BCITO) Training a Win-Win for Forward-Thinking Company Reflections What’s Different About Industry Training for Pacific People? What Does the Opportunity to Gain a Qualification Through Industry Training Mean to Pacific Learners? What Is the Role of the Workplace in Supporting Pacific Industry Trainees? What Is the Role of the ITO in Supporting Pacific Learners? What Difference Does the Apprenticeship Programme Make? What Difference Is the Training Making in the Wider Community? Conclusion References Chapter 8: Women in Trades: Industry Training Organisations’ (ITOs) Initiatives to Increase Participation Introduction and History Beginnings The War Years Post-War Issues The ‘Second Wave’ Begins Positive Action The Apprenticeship Act 1983 Neo-Liberal Changes Industry Training Strategy The ‘Return’ of Apprenticeships Research Initiatives Ultimit Ministry for Women Research Women in Trades Trade Careers Women in Trades: Case Studies Girls with High Viz® Role Modelling Skills Org Facebook Page Reflections References Part III: Foundation and ‘Traditional’ Vocational Education and Training Chapter 9: Vocational Workplace Learning: Who Is in the Driver’s Seat? Introduction Research Approach What Is Workplace Learning? Models of Delivery Discussion Addendum: Challenges for the Future – September 2021 References Addendum References Chapter 10: Investigating the Complexity of Language Use in Trades Education in the Aotearoa New Zealand Context Introduction Data Collection and Method Participants in the Study Building the Corpus Vocabulary-Focused Analysis of Data Analysis of Discourse Features Findings: Vocabulary Technical Vocabulary in Trades Education Vocabulary in Pedagogical Written Texts in Trades Education Vocabulary in Tutor Talk in Trades Education The Development of English-Tongan Wordlists Learning Vocabulary Through Interaction with Trades Instructors Findings: Discourse Features of Talk and Writing Spoken Discourse: The Classroom Compared with the Workshop and Building Site Student Writing: The Builders Diary Multimodality in Trades Texts Tutor Interviews Written Material Use of Multiple Ways of Depicting the Same Phenomenon Conclusion Implications for Pedagogy Future Research Appendices Appendix 1: The First Ten Most Frequent Technical Words in the Technical Word Lists Appendix 2: Features of Technical Vocabulary in Tongan and What Learning Is Needed References Chapter 11: Secondary/Tertiary High School, Changing Student Experiences Through VET Introduction The Gap in Secondary Schooling for All in the Comprehensive School Model An Institutional Solution Emerges Changing the Law for Schooling Overcoming the Legal Hurdle A New Approach to Education Premised Upon Opportunities The Programme in Summary A Wider Impact and a Reflective Conclusion References Part IV: Degree Level Vocational Education in Aotearoa New Zealand Chapter 12: Project-Based Learning with Contributions from Inquiry and Problem-Based Learning Introduction Literature Review Research Method Presenting the Cases Studio-Based Project Learning – Bachelor of Architectural Studies (BAS) Pedagogical Roots of Architectural Education Relationships Process The Real World Evolution, Design Jam, Sustainable and Regenerative Design Simulated Workplace Learning Through the Advanced Radio Broadcasting Model – Bachelor of Broadcasting Communication (BBc) Immersion and Authentic Learning Cooperative Education Learning for Capability Learning and Formative Feedback The Importance of Formative Feedback and Peer Support PBL Industry-Based Projects with the Embedding of Problem-Based Learning – Bachelor of Information and Communication Technology (BICT) Work-Integrated Learning (WIL) PLB Hackathon Discussion Authentic Learning, Industry Networks and Occupational Identity Preparation of Students for PBL Connecting Learning Outcomes to PBL Not Just PBL Conclusion References Chapter 13: Deconstructing Learning: The Modernist Classroom Introduction ‘Radical’ Innovation Does Not Happen Overnight Beyond Incremental and Radical Innovation Core Concepts and Components of Culinary Education Modernist Cuisine and Innovation: A Framework for Analysis “Valuing Tradition and Building on It” The Call from Industry for Learners to ‘Think on Their Feet’ The Transition to Culinary Higher Education “Excellence, Openness, and Integrity” In Search of Excellence Openness to Change and Gaining Integrity “Embracing Innovation” “Cooking Can Affect People in Profound Ways” What Have We Learned? References Chapter 14: Collaboration Across Aotearoa New Zealand ITPs: The Bachelor of Engineering Technology Three-Year Engineering Degree Programme as an Exemplar Initial Development of the BEngTech Degree Programme in Aotearoa NZ Consultation and Development of Course Structure Consultation for a Common Degree Development of a Common Course Structure Course Structure Course Descriptors Course Outlines Collaboration, Governance, and Quality Assurance More Recent Developments Curriculum Development New Members Joint NZDE/BEngTech Governance Responding to Industry Needs Enrolment Trends and the Internationalisation of the Student Body Future Collaborative Model Development Features of the Collaborative Model Conclusion References Chapter 15: Developing an Engineering Degree Apprenticeship with a Pathway in Infrastructure Asset Management Introduction Selecting the Occupation Creating an Industry Reference Group Developing the Degree Standard Developing an End Point Assessment Plan Constructive Alignment with the Existing BEngTech Degree The Degree Structure Stand-Alone Blended Learning Courses Courses Fully Integrated into a Series of Workplace Projects that Will Have an Asset Management Focus Courses Partially Integrated into Workplace Projects The Use of Industry Micro-credentials Integration of Industry Professional Development Courses into the Degree Delivering the Workplace Projects Through Industry Hubs Industry Controlled Gateway and Endpoint Assessment Processes Training Industry Mentors Accreditation Curriculum Evaluation Evaluative Objectives and Questions Concluding Remarks A New BEngTech Pathway in Asset Management Industry Engagement Improved Enrolments/Completion Rates in ITPs Increased Social Mobility for Poorer Students Improved Participation Amongst Māori and Pasifika Students Improved Participation by Women Addressing Changes to Delivery Resulting from COVID-19 References Part V: Digital Learning support for Vocational Education and Training Chapter 16: Distance and Online Education for VET in Aotearoa New Zealand Introduction The Problems of Terminology Modes of Education in the VET Sector Getting ‘Online’ Wrong The Potential for Distance Education Innovation in Digital Distance Education Distance Education as a Coherent System Learning Design as a Coherent Narrative Teaching as a Distributed, Coherent Activity The Need for Distance Thinking in Online Practice Conclusion References Chapter 17: A Lean Model to Support the Design of Learning Systems for Practice-Based Learning Introduction A Complex System Designing Learning vs. Designing Learning Systems The Impacts of Learning System Design Designing Learning Eco-systems The Elements of Ecosystems Decentring of the Individual Ecotones Keystone Species Disturbance and Resilience User Stories for Learning Ecosystem Design User Story Case Study User Stories and Holistic Education Models Guided by Models Universal Design for Learning Education 3.0 A Lean Model References Chapter 18: A Networked Distributed Model for Midwifery Education Introduction Background Background to Polytechnic Education The Bachelor of Midwifery at Ara – A Blended Learning Programme Distributed Learning Networked Learning Applying Kaupapa Māori and Pasifika Values in Midwifery Education Introduction Upbringing and Learning The Role of Lecturer Whakakapinga (in Closing) Developing the e-Portolio Within the Bachelor of Midwifery Programme The Use of Simulation and Virtual Reality in Midwifery Education Conclusion References Part VI: Professional Development for Vocational Education and Training Teachers Chapter 19: Teacher Education for a VET Teaching Workforce in Aotearoa NZ Introduction Part A – A VET System Reassembling a Sector – A VET Workforce Strategy, Policy, and Responsibility VET Teacher Education, Qualifications and Requirements Professional Development Part B – VET for the Future A Model of Quality VET Teacher Education Preparation for a Teaching Role Formal Qualifications in VET Teaching Continuing Professional Learning and Development Ongoing Industry Currency A Professional Association for VET Teaching A Future Research Agenda In Conclusion References Chapter 20: Into the Future for Aotearoa New Zealand Vocational Education and Training Introduction Themes Arising Across the Chapters Evidence of Innovation and Excellence to Address Equity Issues Including Integration of Indigenous Values and Pedagogy Evidence of Pedagogical Innovation and Excellence Diverse Approaches The Need to Find Common Ground Te Pūkenga Functional Elements Service Elements Discussion – Aspiring Towards the Te Pūkenga Charter Service Concepts for Interrelationships with External Stakeholders Service Concepts for Supporting Learners Recommendations Common Understanding on the Philosophies Underpinning Teaching/Learning Required Upskilling Across the Sector Managed Change Moving Forward Conclusion References Te Reo Māori Glossary