Reshaping Vocational Education and Training in Aotearoa New Zealand (Professional and Practice-based Learning, 34)

✍ Scribed by Selena Chan (editor), Nicholas Huntington (editor)

• Publisher: Springer
• Year: 2022
• Tongue: English
• Leaves: 389
• Category: Library

✦ Synopsis

This book contributes extensively to a better understanding of how vocational education and training (VET) and practice-based learning and teaching is developed and designed. It presents examples of vocational education as an ongoing dialogue, continually refreshed through engagement between educators and learners, Māori, employers, industry, and others. It demonstrates how the needs of learners can be met through relevant models of delivery, and how organisations and individuals work towards equity of access and parity of outcomes for all.
It details the origins, purposes and evolution of vocational organisations, initiatives supporting Māori and Pasifika success and women in traditionally male-dominated occupations, the roles, provisioning and impact of foundation VET across different contexts, innovations through Certificate, Diploma and Degree programmes of learning, the contribution of new technologies to learning approaches, and the efficacy of education and professional development for VET teachers.
This collection of chapters illustrates how Aotearoa New Zealand’s VET system is responding to challenging and changing environments through new frameworks of practice, approaches, and models of delivery. As an overview of a system in change, it is of interest to VET educators, system managers, and policy makers.

✦ Table of Contents

Series Editors’ Foreword
Acknowledgements
Contents
Acronyms
Part I: Context and History of Aotearoa New Zealand Vocational Education and Training
Chapter 1: Introduction – Reshaping for the Future: Challenges and Innovation
Introduction
Rationale for This Book
Setting the Stage: Historical Context
The Modern VET Landscape: The Backdrop to RoVE
Exploring Educational Innovation
Summary of Chapters
References
Chapter 2: Industry Training Organisations: A Perspective on History, Evolution, and Innovation
Introduction and Overview
The 1992 Model
The Magic of “Apprenticeships”
Grow, Grow, Grow!
Why Employers Train
Skills Leadership
Performance Problems
The Recovery
The Reform of Vocational Education (RoVE)
References
Chapter 3: The Evolution of NZ Institutes of Technology and Polytechnics
Introduction
The Genesis 1947–
The Educational Reforms from 1990
Polytechnic Rationalisation 1990–2020
The Learning for Life Funding System
Further Developments
Polytechnic Degrees
Quality Assurance
Fully Funded Growth
Industry Training
Competency-Based Qualifications
Engineering
The Bachelor in Engineering Technology (BEngTech)
The Reform of Vocational Education (RoVE) 2019–
Funding the New System
Innovation
Closing Thoughts
Conclusion
Postscript
References
Chapter 4: The Reform of Vocational Education 1: The Context for Change
The Policy Context and Earlier Reforms
The Origin of the Reforms
The Reform Proposals
The Final Decisions
Conclusion
References
Chapter 5: The Reform of Vocational Education 2: Looking to the Future
Introduction
Defining the New Vocational Sector
Implications for Vocational Provision
Implications for the Strategic Environment and Industry Voice
Changes to the Funding Model
Conclusion
References
Part II: Responding to Issues of Equity
Chapter 6: Unleashing Potential – Legitimising Māori Talent Through Capable Māori
Introduction
Te Pae Tawhiti
Otago Polytechnic
Iwi-Centric Learning Space
Vast Expertise and Experience Legitimised
An Iwi Centric Learning Space
Highly Successful Iwi Partnership
Critical Factors of Success
Unleashing Māori Potential Across the Vocational Educational Network
Conclusion
References
Chapter 7: The Learners’ Voice: Pacific Peoples in Industry Training
Introduction
Relevant Research
Helping Māori and Pasifika Learners Build Their Skills in the Workplace (Competenz, 2014)
Pacific Learner Success in Workplace Settings (Ako Aotearoa, 2017)
Hīnātore: Empowering Māori and Pacific People Through Workplace Learning (Ako Aotearoa, 2019)
Ako – Teaching and Learning
Mahi – The Workplace and Connections to Work
Whānau/Aiga Empowerment
The Voice of the Learner: Industry Trainees Tell Their Stories
Careerforce
Samoan Diversional Therapist Brings Culture to Work (Pacific Connect, May 2019)
Our Language, Our Knowledge (Pacific Connect, March 2020)
A Better Life Through Training and Education (Pacific Connect, June 2020)
Encouraging Pacific Youth into Healthcare (Pacific Connect, May 2021)
ServiceIQ
For the Joy of Cooking
Building and Construction ITO (BCITO)
Training a Win-Win for Forward-Thinking Company
Reflections
What’s Different About Industry Training for Pacific People?
What Does the Opportunity to Gain a Qualification Through Industry Training Mean to Pacific Learners?
What Is the Role of the Workplace in Supporting Pacific Industry Trainees?
What Is the Role of the ITO in Supporting Pacific Learners?
What Difference Does the Apprenticeship Programme Make?
What Difference Is the Training Making in the Wider Community?
Conclusion
References
Chapter 8: Women in Trades: Industry Training Organisations’ (ITOs) Initiatives to Increase Participation
Introduction and History
Beginnings
The War Years
Post-War Issues
The ‘Second Wave’ Begins
Positive Action
The Apprenticeship Act 1983
Neo-Liberal Changes
Industry Training Strategy
The ‘Return’ of Apprenticeships
Research Initiatives
Ultimit
Ministry for Women Research
Women in Trades
Trade Careers
Women in Trades: Case Studies
Girls with High Viz®
Role Modelling
Skills Org Facebook Page
Reflections
References
Part III: Foundation and ‘Traditional’ Vocational Education and Training
Chapter 9: Vocational Workplace Learning: Who Is in the Driver’s Seat?
Introduction
Research Approach
What Is Workplace Learning?
Models of Delivery
Discussion
Addendum: Challenges for the Future – September 2021
References
Addendum References
Chapter 10: Investigating the Complexity of Language Use in Trades Education in the Aotearoa New Zealand Context
Introduction
Data Collection and Method
Participants in the Study
Building the Corpus
Vocabulary-Focused Analysis of Data
Analysis of Discourse Features
Findings: Vocabulary
Technical Vocabulary in Trades Education
Vocabulary in Pedagogical Written Texts in Trades Education
Vocabulary in Tutor Talk in Trades Education
The Development of English-Tongan Wordlists
Learning Vocabulary Through Interaction with Trades Instructors
Findings: Discourse Features of Talk and Writing
Spoken Discourse: The Classroom Compared with the Workshop and Building Site
Student Writing: The Builders Diary
Multimodality in Trades Texts
Tutor Interviews
Written Material
Use of Multiple Ways of Depicting the Same Phenomenon
Conclusion
Implications for Pedagogy
Future Research
Appendices
Appendix 1: The First Ten Most Frequent Technical Words in the Technical Word Lists
Appendix 2: Features of Technical Vocabulary in Tongan and What Learning Is Needed
References
Chapter 11: Secondary/Tertiary High School, Changing Student Experiences Through VET
Introduction
The Gap in Secondary Schooling for All in the Comprehensive School Model
An Institutional Solution Emerges Changing the Law for Schooling
Overcoming the Legal Hurdle
A New Approach to Education Premised Upon Opportunities
The Programme in Summary
A Wider Impact and a Reflective Conclusion
References
Part IV: Degree Level Vocational Education in Aotearoa New Zealand
Chapter 12: Project-Based Learning with Contributions from Inquiry and Problem-Based Learning
Introduction
Literature Review
Research Method
Presenting the Cases
Studio-Based Project Learning – Bachelor of Architectural Studies (BAS)
Pedagogical Roots of Architectural Education
Relationships
Process
The Real World
Evolution, Design Jam, Sustainable and Regenerative Design
Simulated Workplace Learning Through the Advanced Radio Broadcasting Model – Bachelor of Broadcasting Communication (BBc)
Immersion and Authentic Learning
Cooperative Education
Learning for Capability
Learning and Formative Feedback
The Importance of Formative Feedback and Peer Support
PBL Industry-Based Projects with the Embedding of Problem-Based Learning – Bachelor of Information and Communication Technology (BICT)
Work-Integrated Learning (WIL) PLB
Hackathon
Discussion
Authentic Learning, Industry Networks and Occupational Identity
Preparation of Students for PBL
Connecting Learning Outcomes to PBL
Not Just PBL
Conclusion
References
Chapter 13: Deconstructing Learning: The Modernist Classroom
Introduction
‘Radical’ Innovation Does Not Happen Overnight
Beyond Incremental and Radical Innovation
Core Concepts and Components of Culinary Education
Modernist Cuisine and Innovation: A Framework for Analysis
“Valuing Tradition and Building on It”
The Call from Industry for Learners to ‘Think on Their Feet’
The Transition to Culinary Higher Education
“Excellence, Openness, and Integrity”
In Search of Excellence
Openness to Change and Gaining Integrity
“Embracing Innovation”
“Cooking Can Affect People in Profound Ways”
What Have We Learned?
References
Chapter 14: Collaboration Across Aotearoa New Zealand ITPs: The Bachelor of Engineering Technology Three-Year Engineering Degree Programme as an Exemplar
Initial Development of the BEngTech Degree Programme in Aotearoa NZ
Consultation and Development of Course Structure
Consultation for a Common Degree
Development of a Common Course Structure
Course Structure
Course Descriptors
Course Outlines
Collaboration, Governance, and Quality Assurance
More Recent Developments
Curriculum Development
New Members
Joint NZDE/BEngTech Governance
Responding to Industry Needs
Enrolment Trends and the Internationalisation of the Student Body
Future Collaborative Model Development
Features of the Collaborative Model
Conclusion
References
Chapter 15: Developing an Engineering Degree Apprenticeship with a Pathway in Infrastructure Asset Management
Introduction
Selecting the Occupation
Creating an Industry Reference Group
Developing the Degree Standard
Developing an End Point Assessment Plan
Constructive Alignment with the Existing BEngTech Degree
The Degree Structure
Stand-Alone Blended Learning Courses
Courses Fully Integrated into a Series of Workplace Projects that Will Have an Asset Management Focus
Courses Partially Integrated into Workplace Projects
The Use of Industry Micro-credentials
Integration of Industry Professional Development Courses into the Degree
Delivering the Workplace Projects Through Industry Hubs
Industry Controlled Gateway and Endpoint Assessment Processes
Training Industry Mentors
Accreditation
Curriculum Evaluation
Evaluative Objectives and Questions
Concluding Remarks
A New BEngTech Pathway in Asset Management
Industry Engagement
Improved Enrolments/Completion Rates in ITPs
Increased Social Mobility for Poorer Students
Improved Participation Amongst Māori and Pasifika Students
Improved Participation by Women
Addressing Changes to Delivery Resulting from COVID-19
References
Part V: Digital Learning support for Vocational Education and Training
Chapter 16: Distance and Online Education for VET in Aotearoa New Zealand
Introduction
The Problems of Terminology
Modes of Education in the VET Sector
Getting ‘Online’ Wrong
The Potential for Distance Education
Innovation in Digital Distance Education
Distance Education as a Coherent System
Learning Design as a Coherent Narrative
Teaching as a Distributed, Coherent Activity
The Need for Distance Thinking in Online Practice
Conclusion
References
Chapter 17: A Lean Model to Support the Design of Learning Systems for Practice-Based Learning
Introduction
A Complex System
Designing Learning vs. Designing Learning Systems
The Impacts of Learning System Design
Designing Learning Eco-systems
The Elements of Ecosystems
Decentring of the Individual
Ecotones
Keystone Species
Disturbance and Resilience
User Stories for Learning Ecosystem Design
User Story Case Study
User Stories and Holistic Education Models
Guided by Models
Universal Design for Learning
Education 3.0
A Lean Model
References
Chapter 18: A Networked Distributed Model for Midwifery Education
Introduction
Background
Background to Polytechnic Education
The Bachelor of Midwifery at Ara – A Blended Learning Programme
Distributed Learning
Networked Learning
Applying Kaupapa Māori and Pasifika Values in Midwifery Education
Introduction
Upbringing and Learning
The Role of Lecturer
Whakakapinga (in Closing)
Developing the e-Portolio Within the Bachelor of Midwifery Programme
The Use of Simulation and Virtual Reality in Midwifery Education
Conclusion
References
Part VI: Professional Development for Vocational Education and Training Teachers
Chapter 19: Teacher Education for a VET Teaching Workforce in Aotearoa NZ
Introduction
Part A – A VET System
Reassembling a Sector – A VET Workforce
Strategy, Policy, and Responsibility
VET Teacher Education, Qualifications and Requirements
Professional Development
Part B – VET for the Future
A Model of Quality VET Teacher Education
Preparation for a Teaching Role
Formal Qualifications in VET Teaching
Continuing Professional Learning and Development
Ongoing Industry Currency
A Professional Association for VET Teaching
A Future Research Agenda
In Conclusion
References
Chapter 20: Into the Future for Aotearoa New Zealand Vocational Education and Training
Introduction
Themes Arising Across the Chapters
Evidence of Innovation and Excellence to Address Equity Issues Including Integration of Indigenous Values and Pedagogy
Evidence of Pedagogical Innovation and Excellence
Diverse Approaches
The Need to Find Common Ground
Te Pūkenga
Functional Elements
Service Elements
Discussion – Aspiring Towards the Te Pūkenga Charter
Service Concepts for Interrelationships with External Stakeholders
Service Concepts for Supporting Learners
Recommendations
Common Understanding on the Philosophies Underpinning Teaching/Learning Required
Upskilling Across the Sector
Managed Change
Moving Forward
Conclusion
References
Te Reo Māori Glossary