New Zealand and

Australia

Vocational Education and Training

Elizabeth Eppel

Starting Points – Pre 1980

• Dynamic complex system

• Starting conditions are important– Low levels of skills training– Employment for unskilled and school leavers– Culture of training restricted to a few large

(mainly government) employers– Low percentages in final years of schooling

and post school education

Pressure for Change

• Skill shortages and narrow training base• Technical training institutions under-funded and

disconnected from industry• Schooling curriculum seen as irrelevant and

disconnected from the needs of the labour market and post school education and training pathways

• Technological improvements• High unemployment particularly youth and unskilled

adults• Economic crisis followed by economic reform

(regulatory, institutional, cultural)

New Framework - 1990

• Learning for Life philosophy

• Holistic approach to all education and training = seamlessness

• Articulation between school education and post school pathways

• Political leadership

Framework Elements

• New agencies to lead implementation• Industry training bodies• National qualifications framework• Qualification development• Record of Learning• Recognition of Prior Learning• Funding for industry training• Registration and accreditation of providers

Senior Secondary School

• Curriculum changes• Qualification changes• School leaving age raised to 17• Focus on school to work and school to tertiary

transitions– Alignment funding (STAR)– Course alignment– Workplace learning (Gateway)– Career planning and advice– Transition services for at risk young people

Policy Debates

• Academic vs. vocational learning

• Public provision vs. private provision

• Single vs. multiple accreditation agencies

• Dual pathways vs. multiple pathways

Implementation Challenges

• Agency capability• Employer capability • ITO capability and coverage• Equity of outcomes• Public understanding and valuing of VET• Industry leadership• Labour market information• Making the links to local, regional and national economic

development strategies• Understanding the complexity of the relationship

between productivity and skills (vs. other inputs)

More recent fine tuning

• Tertiary Education Strategy

• Strengthening role of polytechnics

• Enhancing leadership role of ITOs

• Strengthening the links to regional and national economic development strategies

New Zealand Education System

2004 Proportion of population 25-64 with qualifications

Qualifications by Industry