Urgent Improvement in Meeting Demand

While the overarching structure of the vocational training sector is important, addressing common operational challenges is crucial for achieving financial sustainability. My submission focuses on the urgent resolutions needed to secure the future of vocational training in New Zealand. One of the most pressing issues is the sector's ability to adequately respond to demand. The bureaucracy involved in programme design has made the process cumbersome, leading to the continued delivery of outdated content in outdated formats. This inefficiency compromises the relevance, effectiveness, and viability of vocational training.

The purpose of vocational training is to provide clear pathways to employment. However, this objective has become blurred over time. Many programmes no longer align with industry needs due to the inability to respond to change in a timely manner and the absence of active industry advisory groups. These groups play a critical role in ensuring that programmes stay current. Without industry advisory groups that help support the ongoing development of programmes and the professional currency of teaching teams, it is difficult to keep content and delivery methods updated to meet the needs of both industries and communities.

Improving Pathways and Programme Design

Vocational training programmes, particularly at lower levels, should not only function as bridging courses to higher-level diplomas and degrees but should also serve as direct pathways to work. These programmes should incorporate work-integrated learning opportunities that are appropriate to the level of study, and clearly scaffolded learning from one level to the next (e.g., from level two to level three). Currently, learners who have completed lower levels, such as level one, can gain entry to, for example, level four, without sufficient rationale. This practice can set learners up for failure, making it critical to design pathways that support gradual, structured progression to ensure learner success.

Degree learning should also be scaffolded to offer multiple pathway options, such as level five and six diplomas and level seven graduate diplomas. Learners should have the opportunity to gain qualifications at every level of their journey. This flexibility allows learners to gain a credential when needed or continue progressing toward higher qualifications, thus ensuring their achievements are recognised at every stage of their education.

Leveraging Micro-Credentials and Blended Delivery

Micro-credentials are still underutilised in vocational training. They offer a flexible and efficient way for individuals to gain specific skills or knowledge in a short time. These credentials are particularly beneficial for professionals looking to upskill or reskill to remain competitive in a dynamic job market. For employers, micro-credentials help bridge skills gaps, allowing employees to stay current with the latest industry practices. Their stackable nature promotes lifelong learning, enabling workers to build a portfolio of skills over time and fostering a culture of continuous development.

Blended delivery is another area where vocational training is lagging. Blending online learning with in-person instruction offers greater flexibility for learners, especially those balancing work and study. It also enables learners from remote areas to access quality training without needing to travel frequently. Blended learning enhances the learning experience by using a variety of teaching methods and technologies, making it more engaging and adaptable to different learning styles. When combined with hands-on, work-integrated learning, blended delivery creates a comprehensive and effective learning process that better meets the diverse needs of today’s learners.

Building Strong Alumni Networks

Many vocational institutes still lack functioning alumni networks, which is a missed opportunity. Alumni are valuable because they have already benefited from the institution's offerings and are more cost-effective to engage than new learners. An active alumni network provides the opportunity for institutes to foster ongoing relationships through additional training, feedback, and referrals. Alumni networks can also encourage the development of tailored professional development, such as certifications and micro credentials, helping graduates remain competitive in their careers.

Alumni networks provide valuable data on career progression, which can be used to assess the long-term impact of programmes. This data helps institutes refine their curriculum, ensuring that it stays aligned with industry needs. Successful alumni can serve as ambassadors, contributing to programme development and promoting the institute’s reputation by highlighting tangible career outcomes. In this way, alumni networks not only benefit graduates but also strengthen the institution's credibility and relevance in the market.

Conclusion

To secure the future of vocational training in New Zealand, immediate improvements are needed in addressing demand, modernising delivery methods, and clarifying learner pathways. The re-establishment of active industry advisory groups is crucial for ensuring that vocational programmes stay aligned with evolving industry needs and maintain their relevance. These advisory groups, coupled with the adoption of micro-credentials and blended delivery models, will help vocational training keep pace with industry changes and learner needs. Fostering strong alumni networks will enhance long-term engagement with learning and provide crucial data for maintaining currency. By addressing these challenges and implementing structured, responsive approaches, vocational training can better serve learners, industries, and communities, ensuring its sustainability and relevance in the years to come.