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Appendix: Consultation on this Strategy

Analysis of Submissions on the Draft Tertiary Education Strategy 2002–2007

Central Steering

In general, there was widespread support for the need for a Tertiary Education Strategy. Many submissions saw benefit in the integration of the full range of tertiary education pathways and a more planned approach to managing tertiary education. The move away from an individualistic, competitive model was supported. The prospect of greater cohesion resulting from an increase in central steering was welcomed.
However, a number of concerns with government steerage were raised. A key concern was the potential loss of ability to address regional needs within a more complex system.
While government or government-appointed steerage was viewed as favourable for tertiary education for the overall system, tertiary education providers strongly submitted the importance of the retention of academic and funding autonomy within institutions. For example, some universities indicated a desire to maintain control over setting staff salary rates.
Some universities had concerns about the possible implications of central steering on institutional autonomy and academic freedom and emphasised the importance of maintaining a balance between Government intervention and the autonomy of the sector.

Accuracy of the identification of key problems

The majority of submissions the key problems indicated that they thought the descriptions of key problems and challenges facing the tertiary education system was largely accurate.
Responders sought more focus on agendas such as literacy, life long learning, as seamless tertiary education system and inclusion of people with disabilities.
Many submissions also expressed the view that the funding issues of the tertiary education system, and in particular, adequate linkage to TEAC’s Fourth Report, Shaping the Funding Framework, were wrongly omitted.

The Six Strategies

The submissions which expressed a view on all of the six strategies indicated that the strategies covered most of the key priorities for change. While the named priorities were on the whole uncontroversial, it was felt by a large number of submitters that the report lacked detail of the implementation process. Reference to specific actions and the association of vision to funding was strongly recommended. Other suggested priority areas included emphasis on education for refugees and other immigrant peoples, work with communities and local authorities and a focus on people with disabilities.
There was also some concern expressed that the Draft Tertiary Education Strategy suggested that participation issues are resolved but there is still modest participation from low decile schools and Maori and Pacific peoples.
Further comments were made that there was not enough emphasis and detail given in the Draft Strategy to seamless education links between schools, employers and the tertiary sector. Student need/support was not an area that submitters felt was dealt with adequately.

Strategic Objectives for the Six Strategies

Developing the Skills and Knowledge: A focus on developing the skills and knowledge New Zealanders need for our knowledge society was widely supported amongst submitters. However a general theme emerged that increased refinement of the definition of “generic skills” is required.
Both industry and employer representative submissions and those of Tertiary Education Institutions, were also on the whole strongly in support of increasing connectivity within the system.
In other areas, a very diverse range of opinions on the priorities for increasing skills and knowledge was evident. Universities were generally concerned that while better linkage and co-ordination with current employers is needed, academic content should not be restrained by specific short-term needs of employers. Universities have a vital role to play in anticipating the skill and knowledge needs of wider society. Elements of the university that are not directly implicated in business and industry – such as many humanities subjects – could suffer from a low priority rating. Such key areas are where many generalist and critical thinking skills are nurtured, providing a balance in the overall profile of New Zealand graduates.
Polytechnics and private sector providers in contrast, were very supportive of the emphasis the Strategy placed on stronger links with business and external stakeholders. Many were eager to cite examples of their own future-focussed initiatives.
Community education groups and local government emphasised the need for a balance to be maintained between public good, labour market need and personal gain in the perceived value of tertiary education.
Generally the submissions indicated support for a strategy to address Maori needs in tertiary education. There was specific mention of the need to recognise Te Tiriti o Waitangi obligations when considering Maori participation in tertiary education. Many submissions emphasised that Maori development should not operate in a vacuum and that it will be important to improve the interface between tertiary and the compulsory education sectors. There is also be a need to further develop relationships between providers and Maori in the community and to consider and meet the needs of Maori learners.
There is a need for the Government to recognise multiple pathways and all kinds of educational providers. This includes the providers who specialise in foundation skills who are often in the private education sector and who may have a specific focus on Maori students.
There was a clear argument for the involvement of more Maori in a higher level of policy and management, such as increased representation of Maori on Academic Boards and involvement in sector development. The submissions welcomed the fact that the Draft Strategy prioritises this. The need for consultation with Maori via iwi consultation and the importance of iwi involvement in regional development was also noted. Further to this was the need to place emphasis on Maori research goals.
Foundation Skills: There was a general expression for a need of a standardised definition of foundation skills. Many universities felt that foundation skills need to be taught in the primary and secondary school’s curriculum and should not be a high priority of the tertiary education system. . Literacy and numeracy were identified as essential foundation skills. There be should clearer identification of which institutions are expected to assist in increasing this provision.
Addressing the foundation skill needs of those already within the workforce was also supported. In particular, the need for development of more innovative and flexible teaching methods and learning support services was discussed. More linkages with the Adult Literacy Strategy were also recommended.
Generally universities argued that the emphasis on traditional learning areas should be emphasised in tertiary education and highlighted the importance of raising foundation skill standards prior to tertiary education. Universities also questioned which providers were expected or qualified to address foundation skill needs.
The private sector and community education groups welcomed the recognition of their role in providing foundation skills. There was particular comment from work-based providers of the need to address the learning requirements of those already in employment.
Pasifika Development: Generally the submissions indicated support for Pacific development being a specific strategy. Many submissions welcomed action being taken to increase the number of Pacific people who enter tertiary education
There was agreement that further work needs to be done to address the barriers to participation and achievement by Pacific peoples. Continued engagement with Pacific communities will be central to this. There was also a call for increased recognition that cost is a barrier to Pacific peoples’ participation in tertiary education.
Some submissions urged the integration of a Pasifika voice and needs to be integrated throughout all strategies but also commended the inclusion of a specific Pacific peoples’ strategy. There was a perceived need for more direct consultation with communities and involvement at a higher level of programme development and in Government policy making.
The private sector and community-focussed providers were keen to demonstrate their central role in meeting Pacific needs but request increase recognition of this role within the sector, including financial support. Any halt on PTE development was believed to directly impact on the pursuit of Pacific communities’ educational development.
Research: Research was a central focus of many submissions. There was general support, particularly from universities and polytechnics, for research excellence and the benefits of New Zealand producing research at a high international standard. Concerns were raised that the current Student Loan Scheme is a barrier to New Zealand graduates undertaking postgraduate and research positions. The current research funding model was seen to create a competitive environment that resulted in a lack of opportunities and certainty for researchers, particularly Maori and Pacific researchers.
There was some concern that research undertaken in the polytechnic sector was overlooked and that the suggested changes will disadvantage this area. Polytechnics were generally eager to express their view of the importance of industry links with regard to research. Such connectivity was seen to hold a wealth of potential for future development. In contrast, the universities were more concerned about retaining a focus on more pure academic research. They felt that industry needs should not dictate the highest levels of learning.
There were clear differences in responses by provider type. Polytechnics felt that the Draft Tertiary Education Strategy was inconsistent with the Tertiary Education Advisory Commission’s Report Four, Shaping the Funding Framework recommendations on the funding of research. However, they welcome the emphasis the Draft Tertiary Education Strategy places on industry-supported research.
Universities felt that pure academic research was in danger of being lost to the need of business and industry. Further, there was concern that liberal arts will lose out to scientific research. Liberal arts in universities were seen to provide much of the identified generic skills.
Systems capability: Many submissions supported the direction of tertiary providers collaborating and reducing the duplication of programmes and courses where necessary. There was a suggestion to co-ordinate funding frameworks in order to co-ordinate collective investment. Many expressed the view that the system should balance competition and collaboration. Effective leadership was perceived as necessary to implement change.
The universities and polytechnics were supportive of collaboration within the sector. Many providers illustrated how they were involved in collaboration within the sector.
The disability sector highlighted the need for disability consultation within the tertiary education system. They felt disappointed at their lack of voice and consultation. It was highlighted that one in five people have a disability. Many people who attend tertiary providers or feel unable to attend tertiary providers may have a disability.
The need to improve student feedback and availability to governors and managers about the performance of their organisations and the system as a whole was also recognised in a number of submissions.
Some uncertainty was expressed about the stated aim of encouraging PTEs to collaborate and cluster to lift capability. Some providers felt that the importance of catering to specific industry or regional needs was not appreciated by the Draft Tertiary Education Strategy.
The endorsement of visionary leadership and future-focussed strategies was also welcomed.

Indicators

Minimal comment on the value of the indicators outlined in the Draft Tertiary Education Strategy was included in submissions. Those who did address this aspect of the report were generally supportive of such tools for evaluating and monitoring the overall health of a system by providing information about the state of outcomes. It was noted that care must be taken to align indicators with the objectives of the strategies. The process should not be reduced to a pointless data collection exercise. Other possible indicators that could highlight progress include those related to building human capability as an important contributor to educational achievement.

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