GSS Session III Ms Terry Neal -- Structuring Sector Skill Council: Experience Sharing
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New Zealand has a strong vocational education system where Industry Training Organisations (ITOs) work closely with polytechnics like the Open Polytechnic to provide industry-defined qualifications and training. ITOs work with industries to develop standards and qualifications, conduct workforce planning, and provide on-the-job and off-the-job training. The Open Polytechnic partners with many ITOs and provides distance learning options that are flexible, relevant to industries, and perceived as high-quality while remaining cost-effective. The document argues New Zealand's industry training and distance learning models could help address vocational education challenges in India.
GSS Session III Ms Terry Neal -- Structuring Sector Skill Council: Experience Sharing
- 1. Vocational education in New Zealand : How the Open Polytechnic and industry training organisations work together Terry Neal Open Polytechnic of New Zealand July 2011
- 2. New Zealand
- 4. New Zealand 4 million people (1/300 India) 270,000 sq km (1/10 India) Agriculture, horticulture, fishing, forestry, mining, tourism 2010 – 3 rd most ‘developed’ (life expectancy, education and income)
- 5. New Zealand Education 2009 - first equal global Education Index 2/3 Adult literacy (99%) 1/3 Gross enrolment rate Global vocational education measures 2 nd highest entry rates 5 th highest achievement rates
- 6. Vocational education … acquisition of practical skills, attitudes, understanding and knowledge relating to occupations in various sectors of economic and social life (UNESCO, 2002)
- 7. TVET history in NZ 1877 – basic education compulsory 1885 – first technical school – evening study 1895 – Plumbers’ Board – compulsory TVET for apprentices 1944 – national distance provider, theory compulsory for apprentices, NZ Trades Certification Board
- 8. TVET history in NZ 1970s and 1980s - Technical institutes stopped from offering degrees (stop academic drift) 1990s – education sector reforms ITOs formed National qualifications system
- 9. Industry training organisations Standards and qualifications development Labour market forecasting Workforce development Address skills shortages Improve productivity Industry training
- 10. Standards and qualifications development Define occupational standards Competencies Unit standards Qualifications Ten levels Transferable
- 11. Qualifications review Too many qualifications – decrease local Easier for learners and employers to understand and compare More outcomes focused Less minutely descriptive
- 12. Industry training Unique model since 1990s 25% NZ tertiary learners On- and off-job training Over 1000 national qualifications Trades, service sectors, primary industries, manufacturing, retail, community work…
- 13. Industry training Range of models Employer/workplace Trainee ITO advisor Training agreement Tertiary provider – public or private
- 14. Industry training Ten fold increase in learners over 14 years 50% increase in employers over 7 years 25% of learners, 5% of tertiary education spend Industry 30% of cash costs, plus in kind contribution
- 15. Open Polytechnic Formal tertiary Began 1944 30,000 learners Partner with many ITOs for industry training ‘ As distance as possible’
- 21. Ideal distance vocational education Relevant Transferable Flexible Quality Well-perceived Cost-effective
- 22. Relevant and transferable Industry-defined competencies National framework Link to workplace Industry advisory groups ITO involvement
- 23. Relevant Assessment 21 st century skills Problem-based Project based Team-based Work-based Flows back to teaching Technology changes the rules
- 24. Flexible Choose where National spread Choose when Open enrolment Self-paced - but supported Minimal synchronous activities Modular
- 25. Quality Learning design Blend of available tools and strategies Activity, not content, focused Materials development Academic support Learning support Library NZQA review
- 26. Quality Increased consistency Decreased impact of variable human element Decreased dependence on tutor expertise Greater range of subject matter expertise
- 27. Well-perceived Same quality standards and evaluators Not a problem in NZ Different product – different marketing
- 28. Cost effective Distance economies of scale (cf India!) One off fixed cost - materials Decreased variable costs No or less need for physical infrastructure Range of models to use existing infrastructure
- 29. Conclusion New Zealand has a mature, world-class vocational education system, in which industry training organisations play an important role. The industry training and ‘as distance as possible’ models offer qaulity, cost-effective, scalable options to help solve India's vocational education challenges.
Editor's Notes
- #5: Cf India 1.2 billion - 300 times as many 3,000,000 sq km – 10 times as amny