The Berufsschule. Future skills today: a vocational high school
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Authors
Kiseleva, Tamara
Author ORCID Profiles (clickable)
Degree
Master of Architecture (Professional)
Grantor
Unitec, Te Pūkenga – New Zealand Institute of Skills and Technology
Date
2025
Supervisors
Schnoor, Christoph
McPherson, Peter
McPherson, Peter
Type
Masters Thesis
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
New Zealand
vocational education
school building design
work-based learning
school architecture
Te Aranga Design Principles
Germany
Soviet Union (1922-1991)
Māori vocational education
secondary schools
vocational education
school building design
work-based learning
school architecture
Te Aranga Design Principles
Germany
Soviet Union (1922-1991)
Māori vocational education
secondary schools
ANZSRC Field of Research Code (2020)
Citation
Kiseleva, T. (2025) The Berufsschule. Future skills today: a vocational high school (Unpublished document submitted in partial fulfilment of the requirements for the degree of Master of Architecture (Professional)). Unitec, Te Pūkenga - New Zealand Institute of Skills and Technology
https://hdl.handle.net/10652/7271
Abstract
RESEARCH QUESTION
How can the architectural environment make vocational education attractive among high school students?
The Berufsschule proposes establishing secondary high schools with vocational training and opportunities for part-time apprenticeships in New Zealand for students aged 16–18 years. This initiative is inspired first, by Germany’s Berufsschule, which originated in the nineteenth century in response to the Industrial Revolution’s demand for skilled labour and second, by Soviet Russia’s post-World-War-II vocational institutions.
By adopting elements of the German and Russian vocational models, this project seeks to popularise trade pathways in New Zealand. Recently, the trend has been for the New Zealand Government to prioritise the work-based learning pathways and training apprenticeships. Thus, popularising vocational routes among youth is an important priority.
The design methodology adopts analysing vocational schools’ functional and morphological typologies with tohu—cultural mapping and Daniel Libeskind’s ‘between the lines’ methodology. The project aims to enhance the educational environment and popularise vocational education among youth.
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