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New Zealand and Australia Vocational Education and Training

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

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New Zealand and Australia Vocational Education and Training

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  1. New Zealand and AustraliaVocational Education and Training Elizabeth Eppel

  2. 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

  3. 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)

  4. 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

  5. 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

  6. 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

  7. Policy Debates • Academic vs. vocational learning • Public provision vs. private provision • Single vs. multiple accreditation agencies • Dual pathways vs. multiple pathways

  8. 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)

  9. 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

  10. New Zealand Education System

  11. 2004 Proportion of population 25-64 with qualifications

  12. Qualifications by Industry

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