Riding the knowledge wave: An examination of recent work-based learning in New Zealand

This paper offers insights into the policy environment within which work-based learning takes place. Since 1999, work-based learning in New Zealand has been reframed by a series of ‘third way’ policies implemented by the Labour-led coalition government. These initiatives incorporate an interesting mix of borrowed ideas, principally from the United Kingdom, and domestic imperatives. The purpose of this paper is to outline, examine, and evaluate New Zealand’s ‘third way’ approach to education and training and its present and future implications for work-based learning. The direction of Labour’s policies was signaled in its 1999 election manifesto document, Skills for 21st Century. Buoyed by the support for and success of its initial policies, the government has continued to borrow and adapt overseas initiatives. This paper builds on previous comparative research (Piercy, 2003; Murray and Piercy, 2003). It traces the implementation of key policy reforms that relate to the broad area of work-based learning. It describes, briefly, the evolution of the current Tertiary Education Strategy (TES) and the contribution made by the ‘third way’ Tertiary Education Advisory Committee (TEAC). The TES is a five to seven year plan that intends to give focus and certainty to the entire post-compulsory education and training sector (PCET); this effectively includes all work-based learning. The paper also examines the three Statements of Educational Priorities (STEP) that have been released to date (the latest in April 2005). The STEPs constitute an action plan for each phase of the TES. The paper concludes that the adoption of a ‘third way’ approach since 1999 has not only altered significantly the role now played by employers, unions, and industry training organizations (ITOs) but also provided opportunities to transform important aspects of work-based learning

A 'third way' in industry training: New Zealand's adaptation of selected British policies

This article has three integrated purposes. It seeks to provide insights into some of the ways in which: British policies and programmes historically and more recently have influenced New Zealand initiatives in industry training; those policies and programmes have been adapted to meet the country’s particular circumstances; and unions have influenced aspects of the adaptation and implementation

Work-based Learning: A New Higher Education? [Book Review]

This article reviews the book: “Work-based Learning: A New Higher Education?”, edited by D. Boud & N. Solomon

Do industry training reforms meet the needs of a medium sized electrical manufacturer? A case study

The Industry Training Act 1992 introduced significant changes to vocational education and training in New Zealand. Based on a case study of a Waikato firm, this paper investigates whether the changes resulting from the Industry Training Act 1992 have enabled a medium-sized electrical manufacturing firm to meet its training needs. The paper also examines questions relating to wider issues in regard to vocational education and training in New Zealand. Specifically, it discusses the issue of voluntarism, as it relates to the finding of Industrial Training Organisations (ITOs), the creation of qualifications, and the proposed removal of developmental funding that is presently provided through the Education and Training Support Agency (ETSA)

Access and equity: second chance education bring the policy directives into life

This case study illustrates how, in a time of exclusion, some initiatives still attempt to embrace the traditional concerns of inclusion. The University of Waikato in 2000 decided to push the access and equity policy envelope and ran a programme that enabled the inclusion of students into the university campus who previously would have been excluded by their lack of entrance qualifications till they were over 20. Primarily comprised of 18-19 years olds, this group represents the generation who have developed throughout the era of stratification and diversity that the conference theme denotes. This identity of the group is juxtaposed with the impetus behind their inclusion into the university’s structure. The paper will explain in detail what the Certificate of University Preparation (CUP) initiative is, its relationship to the policy directive of access and equity and why the author feels that it embraces the values of inclusion rather than exclusion, albeit in today’s consumer society. This will be done from the perspective of someone who is involved in the delivery of the Certificate and presents an exploration of the ‘issues’ associated with the programme

Challenge’s of the Consumer Generation: Teaching experiences within the Certificate of University Preparation

The University of Waikato’s Certificate of University Preparation (CUP) was offered for the first time in 2000. The purpose of CUP is to provide a second opportunity to students under 20 who failed to gain University Entrance at school. The cohort group has unique needs. The purpose of this paper is to present a case study of my experiences with the first cohort group and the strategies that were developed to meet their needs

Unions and the ‘knowledge society’

The purpose of this paper is to examine the outcomes of the 1999 Labour Party Manifesto Skills for 21st Century: the Tertiary Education Strategy (TES), the Statement of Tertiary Education Priorities (STEP) 2003-2004, and the industry training review. Specifically, the paper evaluates the role of unions within the post-compulsory education and training sector (PCET). Thus the paper: analyses the policy changes in post-compulsory education and training, particularly that relating to industry training; reviews, briefly, international literature which focuses on the role of unions in post-compulsory education and training; and assesses the extent to which the re-introduction of unions can contribute to the necessary capacity building needed to overcome 10 years of marginalisation

The influence of the Amalgamated Metal Worker's Union (AMWU) on the New Zealand Engineer's Union (NZEU) with respect to the education and training reforms between 1987 and 1992

In the 1980s the AMWU influenced the NZEU with respect to education and training. The purpose of this study was to investigate the specific details of this relationship. It involved an extensive review of government policy documents and union literature. The study also involved twenty-three interviews in Australia and New Zealand. The findings confirmed and enhanced the previous observations about the influence of the AMWU. Not only did they identify in more depth the nature of the trans-Tasman influence; they also identified important similarities and differences between the contexts in which the two unions were operating. Specifically, the study found that whereas the AMWU had a long history and could be identified as pro-active; the NZEU came to education and training reform in response to labour market deregulation

The Carmichael vision and training reform: Some insights from across the Tasman

This paper provides insights into aspects of trans--Tasman union influences in the 1980s and early 1990s. In particular, it examines Laurie Carmichael’s influence on New Zealand unions, especially with respect to education and training reforms. The paper traces how his influence grew as the relationship between the AMWU and the NZEU warmed through the 1980s. It also highlights the very major impact Australia Reconstructed had on thinking in New Zealand as unions struggled to respond to neoliberal policies and practices of the Fourth labour Government. The paper finds that the New Zealand reception of Australian ideas reflected, at least in part, the limitations o he left intellectual tradition in New Zealand

Training and the new industrial relations: New Zealand research that explores Streeck’s Thesis

This New Zealand research finds some support for Wolfgang Streeck’s thesis that education and training offer unions strategic possibilities in a neo-liberal environment. But it also finds that political strategies are necessary when unions’ quasi-constitutional status has been substantially diminished