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This strategy has been examined using the broad themes of:

• meeting the skill needs of industry
• organisational focus on the development of specialist skills
• organisational focus on the development of key competencies/generic skills
• organisational focus on access for under-represented groups
• organisational focus on career and study advice.

Provisos

Two comments need to be made in advance about what this analysis doesn’t address.

• The analysis didn’t look at information in the profile on the organisation’s portfolio of provision, except inasmuch as it was referenced in the organisational objectives. So discussion here around specialist skills, key competencies and generic skills is limited to the extent to which these receive cross-organisational focus, over and above their expression within specific areas of provision. Organisations that were silent in these areas in their objectives may well be addressing them quite actively in their programme development and delivery. This proviso also applies to meeting skill needs of industry, in that efforts at a programme and departmental level may not be reflected in the organisational objective. Therefore in all of these cases, the analysis should be read to focus on systemic approaches to strengthen the organisation’s capacity in these areas, rather than all activities of the organisation relating to these areas.

• In developing the monitoring framework a decision was made to incorporate monitoring of objective 22: Page Objective22]] is undefined. within the area of key competencies and generic skills. This reflects the discussion in the TES document itself and concurs with the subsequent development of the key competencies framework.¹ However, a consequence of this is that some universities’ objectives relating to general promotion of active citizenship and cultural identity have not been adequately reflected in this analysis.

Overall pattern

As stated in the overview, most TEOs had some change-focus in this area in both years. However, there was slightly less change-focus in 2006/08 as TEOs consolidated initiatives from the previous year. All ITOs had change-focused objectives in this strategy in both years. This was true for most, but not all, TEIs.

The two areas within the strategy that had consistent focus across TEOs were meeting the skill needs of industry and focusing on access for under-represented groups.

Percentage of TEOs with change-focused objectives relating to ‘Skills for our knowledge society’ by theme area

In this strategy, the relationship to TEI characteristics was only tested for ‘focus on access’. The results are presented in that section below.

Meeting the skill needs of industry

This was mostly an area of change-focus for ITOs and ITPs. From 2005/07 to 2006/08 there were more ITPs with a change-focus in this area, but fewer TEOs focusing on change in the other sub-sectors.

Percentage of TEOs with change-focused objectives relating to ‘meeting the skill needs of industry’ by sub-sector

This area is the core business of ITOs. In particular, ITOs have been required to take a greater role in providing leadership to their industry sectors in identifying and meeting skill needs.

In 2005/07 profiles, nearly all ITOs had objectives relating to identifying current and future skill and training needs of their industry. This was often to be done in collaboration with their industry and, in several cases, involved a process of communicating the needs back to industry. Most ITOs included objectives focused on ensuring that their qualifications and training programmes reflected the identified skill needs of the industry. A number also had objectives relating to good practice and quality provision of industry training, in a way that is responsive to industry needs. Three-quarters of the ITOs examined included objectives around expanding and marketing their provision and coverage across their industries, but only a quarter had a focus on successful completion of training programmes.

This focus continued for ITOs in 2006/08 profiles, with objectives relating to the development of qualifications being most common, followed by promoting training, skill needs analysis and research, developing relationships with industry and focusing on strategic training plans.

In 2005/07, the most common focus for ITPs was on developing partnerships, relationships and joint ventures with industry and involving industry in the development of qualifications and programmes. The latter was often to be achieved through industry involvement in programme advisory groups.

The next most common strategies for ITPs were developing specific areas of educational provision and capability related to industry and vocational education; and focusing on improving the work-readiness of graduates, including work experience within qualifications. A few ITPs were also providing educational consultancy services to industry and encouraging greater linkages between teaching staff and industry.

In 2006/08, the most common focus for ITPs was on ensuring that their qualifications and programmes were relevant to industry, followed by the development of relationships with industry, undertaking skill needs analysis and research and promoting industry-focused provision.

In both years, where universities had a focus in this area it was mostly around developing partnerships and relationships with industry and improving the work-readiness of graduates. In 2006/08, one university also referenced progressing a community business incubator project and technology for industry fellowships.

There was one wānanga in 2005/07 with a focus in this area in its organisational objectives and that was in terms of supporting students in their transition into a specific industry, namely teaching.

Focus on specialist skills

In 2005/07, more than half of the ITOs examined and some ITPs had objectives in this area. In 2006, it was mostly ITOs that had a change-focus in this area. As noted above, while this was not an area widely discussed in TEI profiles, it doesn’t mean that most TEIs are not focusing on it.

Percentage of TEOs with change-focused objectives relating to ‘focus on specialist skills’ by sub-sector

In both years, the focus of ITOs was on meeting the need for specialist skills within their industries. This involved a mix of understanding and identifying specialist skill needs and developing specialist qualifications.

In 2005/07 profiles of ITPs which mentioned this area, the focus was on developing centres of excellence or innovation in specialist areas and/or developing specialist qualifications. In 2006/07, the one ITP with a profile objective in this area, referred to a new specialist qualification.

In 2006/08 one wānanga included an objective of developing education and research within a specific specialist area.

Focus on key competencies/generic skills

As with specialist skills this was not an area widely discussed in profile objectives. However, this does not mean it is not an area of focus within most TEOs. From 2005/07 to 2006/08 there was an increased number of TEOs with objectives focusing on this area.

Percentage of TEOs with change-focused objectives relating to ‘focus on key competencies/generic skills’ by sub-sector

The comments made in the profiles that addressed this in the objectives included a focus on developing adaptive learning, lifelong learning skills, fostering intellectual independence of students and developing students’ skills, attributes and knowledge to make a positive contribution to society and their employment prospects. This is to be achieved through improvements to qualifications, assessment and curriculum.

Focus on access

In 2005/07 profiles, all wānanga, most ITOs and most universities had change-focused objectives in this area. However, only half of ITPs did. In 2006/08 profiles, the number of wānanga, universities and ITOs with change-focused objectives in this area had reduced, while the number of ITPs had increased.

The relationship between TEIs having objectives in this area and their student characteristics was analysed. A relationship was found between the proportion of Pasifika students² and the number of Māori students (for 2005/07 profiles only). No relationships were found in terms of students with disabilities, total students or total EFTS.

Percentage of TEOs with change-focused objectives relating to ‘focus on access’ by sub-sector

In 2005/07 a number of the ITOs with objectives in this area expressed them in terms of equality of access for all workers, without specifying specific target groups. The most common target group identified were women, reflecting concerns about the under-representation of women in some industries and in industry training. Several mentioned Māori and Pasifika, only one mentioned workers with disabilities and one workers with low or no qualifications. Many of the objectives were expressed in general terms of raising participation and removing barriers to participation. A few talked about working with employers to identify barriers to participation and some addressed improvements to the training environment and appropriateness of training materials.

In 2006/08 profiles, ITOs continued to have a general focus on access for all workers. The focus on access by women continued and there was greater focus on access by ethnic groups, particularly Māori and Pasifika. None of the ITOs mentioned workers with disabilities. Objectives were often phrased in terms of promoting the industry and industry training and meeting participation and achievement targets. Some ITOs were also looking at design of qualifications, flexible learning provision and research into inequality and barriers.

In 2005/07 profiles most of the TEIs with objectives in this area included a focus on improving educational opportunities for under-represented groups. These included students with disabilities, and Māori and Pasifika students. In some cases, gender was also mentioned. In some cases, TEIs were also focused on extending access more generally, for example within a regional area, by making it easier to enrol and continue in study.

There were various ways in which TEIs planned to improve access. The most popular way was through providing support services, particularly for first year students and underrepresented groups. Quite a few TEIs were also looking at how to improve their programme structure and delivery to prepare students for study and encourage progression to higher levels. Some saw the development of flexible learning and alternative delivery as a way of increasing access. Some also had a focus on specific barriers, such as physical barriers for students with disabilities or providing childcare and healthcare services. Many included monitoring of participation, retention and completion of target groups in their objectives. Some had also identified the need to review and evaluate programmes.

There were no distinct differences in the mix of responses across sub-sectors. However, individual TEIs often favoured one type of response over another, with no individual institution having responses in all of the areas outlined above.

The 2006/08 profiles showed a similar pattern. There were general statements about improving access for all learners and focusing on under-represented groups. There was also a strong focus on students with disabilities, along with some focus on ethnic groups, particularly Māori and Pasifika. A similar mix of interventions and support was described. The universities tended to be less specific about the actions to be taken to improve access.

Focus on career and study advice

In 2005/07, a few ITPs and one university had specific objectives in this area. The pattern was similar in 2006/08, with the addition of one wānanga. However, in terms of study advice, where initiatives were tied to access for under-represented groups, they have been counted above.

Percentage of TEOs with change-focused objectives relating to ‘focus on career and study advice’ by sub-sector

In 2005/07 profiles, there was a fairly even split between the number of TEIs with study advice objectives and the number with career-focused objectives. Study advice tended to focus on the provision of learner support services, and in some cases included broader pastoral care. Career advice included career planning and guidance services. Some of the TEIs were also providing services to match students up to prospective employers.

In 2006/08 profiles, the focus was more towards career advice and planning of study towards a career.

¹ Ministry of Education, Key Competencies in Tertiary Education — developing a New Zealand framework, February 2005. (↑)

² This was significant on both tests for the two years combined, but not for each individual year. (↑)

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• Contents

• Background
• Purpose
• Methodology

• Overall findings
• Alignment across the six strategies

• Foundation skills
• Skills for a knowledge society
• Research and knowledge creation
• Te rautaki mātauranga Māori
• Pacific Peoples’ development and success
• Capability and quality

*Appendix 1: Mapping of analysis areas to TES and STEP Δ

*Appendix 2: Results of statistical tests Δ