← Supporting Young People to Continue in Education | Home Page | Skills in the labour market -- the current context →

The change required to achieve this strategy

New Zealand’s continued prosperity and social well-being will rely on the skills and knowledge of its people, and how successfully their skills and knowledge are applied to generate economic growth and improve social outcomes.

Achieving this strategy requires greater engagement between the tertiary education system and employers, regional development organisations and communities to identify the current and future skills and knowledge that graduates will require in employment and wider society. It also requires a tertiary education system that is more effectively connected with global knowledge developments.

ITOs have been asked to take a much stronger leadership role in this area, connecting their industries with the tertiary education system, to meet current and future skill needs and promote training for employers and employees.

There needs to be greater ownership by employers, communities and individuals of the need to foster and develop skills. It cannot be seen solely as the responsibility of the education system.

This strategy addresses equity of access and opportunity to participate and succeed in education at all levels. There is a particular concern for Māori, Pasifika, learners from low socio-economic backgrounds, learners with disability and those living in remote areas.

Accompanying this is improving the information and support for learners to make well-informed decisions about education and career options.

A key part of this strategy is the development of generic skills, which complement the development of specialist skills. As with foundation skills, there has been a shift in thinking towards a broader framework of ‘key competencies’. Competencies cover the knowledge, skills and dispositions that are needed by people to participate in a knowledge society. Key competencies are those that are important across a range of areas of life and contribute to overall success in life and a well-functioning society. Key competencies are acquired and further developed at all levels of learning.

The strategy emphasises greater, explicit recognition of key competencies in programmes and qualifications throughout the tertiary education system.

Along with key competencies, this strategy recognises the importance of specialist skills, particularly through postgraduate education. Specialist skills include technical, research, entrepreneurial and managerial skills.

Progress to 2003/04

As the economy gets stronger, the demand for both unskilled and skilled labour is increasing, leading to shortages across the skill spectrum. For firms to continue to grow, they will need to increase their productivity. This requires, amongst other things, investment in people and skills.

The Ministry of Education’s discussion document on a framework for key competencies for the tertiary education sector emphasises developing higher levels of competence for effective participation in the knowledge society and enhancing the teaching and learning of key competencies in tertiary programmes.

Completions of postgraduate qualifications continue to increase, including in the priority growth areas identified by government. The government is providing additional support to develop skills in areas of national priority.

TEOs are building on their existing relationships with industry and expanding the size and scope of activity. Universities are focusing mostly on linkages through professional teaching programmes. Most polytechnics recognise linkages with industry as a core part of their business. However, it is not clear how well all parts of industry are being served, particularly those areas dominated by small business.

The ITOs are continuing to develop their leadership role within their industries, with the support of the TEC. Skill development within industry has also been supported by a number of initiatives in the government’s Skills Action Plan and by funding to support TEO industry linkages.

There have been continued increases in participation by Māori students. However, their participation at higher levels remains relatively low. While Māori student completion rates are strong at certificate level, they remain low at higher levels.

Pasifika participation has also increased, but most notably at certificate level. Pasifika completion rates remain relatively low at all levels.

The proportion of students with a reported disability remains steady.

A number of new resources have been developed to support learning and career decisions.

Key challenges for moving forward

From the analysis of progress to date, the following key challenges for moving forward to achieve this strategy are evident:

• working more with all parts of business and industry to ensure that tertiary education remains relevant in a rapidly changing world and to provide flexible and adaptable delivery options

• continuing to improve the participation, retention and completion of under-represented groups, including Māori, Pasifika and people with disabilities.

← Supporting Young People to Continue in Education | Home Page | Skills in the labour market -- the current context →

• Table of Contents

• The State of Play

• Cross Strategy Indicators

• Raise foundation skills

• Skills for our knowledge society

• Strengthen research and knowledge creation

• Te rautaki mātauranga Māori

• Pacific people’s development and success

• Capability and quality

• Technical and Data Definitions