Education & Training

Business NZ’s policy statement on post-compulsory education and training. Focuses on the four priorities of workplace learning, adult literacy, school outcomes and tertiary sector relevance. Identifies a set of principles and provides examples of the applications of the priorities and principles to policy.

Supported the Bill in general, but made a range of recommendations for improvement, including on the need for a clear set of guiding principles for the exercise of the powers contained in the proposed Part 13A of the Education Act 1989, and a range of recommendations in respect of amendments to the Industry Training Act 1992. In particular the submission opposed the implementation of ‘voluntary’ industry training levies.

Argued for strategies which would increase the proportion of post-compulsory education and training taking place in partnership with industry, developed greater levels of business management skill for Maori and Pacific people, improved linkages and transition between compulsory and post-compulsory education and training, improved and lifted in priority the provision of literacy and numeracy programmes in the workplace and beyond, improved stakeholder participation in the governance and review of post-compulsory education and training and improved the effectiveness, transparency and independence of the quality assurance system for post-compulsory education and training.

Submitted that quality of information and stakeholder participation are fundamental elements in ensuring good quality allocation of resources in post-compulsory education and training. Argued that a single integrated and transparent funding system be developed for all post-compulsory education and training funding; and that the cap on funding for industry and foundation education and training should be progressively lifted and eventually removed. Also supported the separation of funding for research and teaching, and argued that there should be equitable funding of public and private providers.

Recommended that the overall focus for both Training Opportunities and Youth Training be on improving employability and readiness for ongoing learning, as opposed to developing specific skills or obtaining a particular job; that eligibility for accessing these programmes be broadened to include those at-risk of long-term unemployment; and that administration of the programmes be streamlined, with greater focus on outcomes as opposed to tight specification of process and outputs.