GSS Session III Ms Terry Neal -- Structuring Sector Skill Council: Experience Sharing


Published on

Published in: Education, Business
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • Cf India 1.2 billion - 300 times as many 3,000,000 sq km – 10 times as amny
  • GSS Session III Ms Terry Neal -- Structuring Sector Skill Council: Experience Sharing

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