The future of vocational education in New Zealand: A critical analysis
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Authors
Chand, Prabhat
Nehring, Natalia
Perera, Vithanage
Nehring, Natalia
Perera, Vithanage
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2024-07-19
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Conference Contribution - Oral Presentation
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Keyword
Aotearoa
New Zealand
Te Pūkenga (Technical institute)
Workforce Development Councils (WDC)
Reform of Vocational Education (RoVE)
institutes of technology and polytechnics (ITPs)
vocational educational
restructure
New Zealand
Te Pūkenga (Technical institute)
Workforce Development Councils (WDC)
Reform of Vocational Education (RoVE)
institutes of technology and polytechnics (ITPs)
vocational educational
restructure
ANZSRC Field of Research Code (2020)
Citation
Chand, P., Nehring, G., & Perera, V. (2024, July 19). The future of vocational education in New Zealand: A critical analysis [Paper presentation]. Aotearoa Educators Collective, Auckland, New Zealand.
https://hdl.handle.net/10652/6762
Abstract
INTRODUCTION
In February 2019, then Minister of Education, Chris Hipkins proposed sweeping reforms to the entire vocational education system. The so-called Reform of Vocational Education (RoVE) has since merged the countries 16 polytechnics and 11 industry training organisations into a single entity, Te Pūkenga. The new system is premised on shifting students from the polytechnics to the workplace for training (work-based learning). The intention is vocational tertiary education will be superintended by Workforce Development Councils (WDC) made up of industry representatives. The changes have been met with concern from stakeholders, and many have raised questions about the future viability of vocational education in New Zealand to provide practical knowledge and technical skills for hundreds of trade and industry roles.
NOTE:
Since the preparation of this article, the Minister for Tertiary Education, Penny Simmonds, announced on the 7th of December 2023, via a letter of expectation to Te Pūkenga Chief Executive Peter Winder, that the government intends to disestablish Te Pūkenga. The Unified Funding Model has been identified by Ms Simmonds as a factor contributing to the poor financial performance of the ITPs, and early indications are it will be scrapped. Despite this, the article’s discussion points continue to hold relevance. They serve not only as a documentation of insights gained from the Te Pūkenga experience but also offer valuable perspectives on the elements of Te Pūkenga that should be preserved in any future model of vocational tertiary education. The authors hope the article will assist in guiding the sector’s future direction and prevent the recurrence of past errors
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