This book contributes extensively to a better understanding of how vocational education and training (VET) and practice-based learning and teaching is developed and designed. It presents examples of vocational education as an ongoing dialogue, continually refreshed through engagement between educators and learners, Mori, employers, industry, and others. It demonstrates how the needs of learners can be met through relevant models of delivery, and how organisations and individuals work towards equity of access and parity of outcomes for all.
It details the origins, purposes and evolution of vocational organisations, initiatives supporting Mori and Pasifika success and women in traditionally male-dominated occupations, the roles, provisioning and impact of foundation VET across different contexts, innovations through Certificate, Diploma and Degree programmes of learning, the contribution of new technologies to learning approaches, and the efficacy of education and professional development for VET teachers.
This collection of chapters illustrates how Aotearoa New Zealand's VET system is responding to challenging and changing environments through new frameworks of practice, approaches, and models of delivery. As an overview of a system in change, it is of interest to VET educators, system managers, and policy makers.

Presents the purposes, approaches and practices, and direction of Aotearoa New Zealand VET across multiple sectors Examines distinct features of Aotearoa New Zealand and its holistic approaches towards accrediting VET qualifications Details current reforms of vocational education intended to ensure equitable access and support for learners

Autorentext

Dr Selena Chan is an educational / research capability developer at Ara Institute of Canterbury (formerly Christchurch Polytechnic Institute of Technology CPIT). She brings into her research, her past experiences as a craft/tradesperson and vocational education educator. Through the last two decades, her work has informed the support of entry into and completion of apprenticeship; development of technology-enhanced learning in VET; the recognition of the dual identities of vocational educators as craftsperson and teacher; and improved understanding of the ways practice-based learning is enacted. Much of this work is presented and discussed in her 2020 book, 'Identity, pedagogy, and technology-enhanced learning: Supporting the processes of becoming a trades person'. Her latest book published in 2021, 'Digitally-enabling learning by doing in vocational education: enhancing learning as becoming processes', summarises the learnings derived from supporting the curriculum design and shift to `distance learning wrought by the pandemic

Dr Nicholas Huntington has worked at the intersection of research and policy for a range of agencies, organisations, and research units. Before taking up his current role with the Nursing Council of New Zealand, he managed the Building and Construction ITO s policy response to the government s vocational reforms. Prior to that he led the policy and strategic projects portfolios at Ako Aotearoa, the National Centre for Tertiary Teaching Excellence, where he had a particular focus on promoting vocational education research, skills and workplace-led learning, the relationship between education and work, and supporting learner voice in tertiary education. He was a member of the Tertiary Education Commission s Workforce Development Council Design Reference Group. Nicholas has authored and co-authored publications on a wide range of topics, from electoral politics to health workforce development, and his recent doctoral thesis explores how practitioners in New Zealand s skills policy community engage with the concept of evidence-based policy.

Inhalt
Part: 1.- Chapter 1. Introduction: Reshaping for the future: Challenges and innovation.- Chapter 2. Industry Training Organisations: A perspective on history, evolution, and innovation.- Chapter 3. The evolution of NZ Institutes of Technology and Polytechnics.- Chapter 4. The Reform of Vocational Education 1: The context for change.- Chapter 5. The Reform of Vocational Education 2: Looking to the future.- Part: 2.- Chapter 6. Unleashing potential legitimising Mori talent through Capable Mori.- Chapter 7. The learners' voice: Pacific peoples in industry training.- Chapter 8. Women in trades: Industry Training Organisations' (ITOs) initiatives to increase participation.- Part: 3.- Chapter 9. Vocational Workplace Learning: Who is in the Driver's Seat?.- Chapter 10. Investigating the complexity of language use in trades education in the Aotearoa New Zealand context.- Chapter 11. Secondary / Tertiary High School, changing student experiences through VET.- Part: 4.- Chapter 12. Project-based learning with contributions from inquiry and problem-based learning.- Chapter 13. Deconstructing Learning: The Modernist Classroom.- Chapter 14. Collaboration Across Aotearoa New Zealand ITPs: The Bachelor of Engineering Technology Three-Year Engineering Degree Programme as an Exemplar.- Chapter 15. Developing an engineering degree apprenticeship with a pathway in infrastructure asset management.- Part: 5.- Chapter 16. Distance and online education for VET in Aotearoa NZ.- Chapter 17. A lean model to support the design of learning systems for practice-based learning.- Chapter 18. A networked distributed model for midwifery education.- Part: 6.- Chapter 19. Teacher Education for a VET Teaching Workforce in Aotearoa NZ.- Chapter 20. Into the future for Aotearoa New Zealand Vocational Education and Training.