Muka Tangata and Te Pūkenga identified the need to have vocational education and training (VET) programmes of study that are modern and relevant for the 21st century. The aim of this project is to provide a critical assessment of delivery, assessment and Recognition of Prior Learning (RPL) methods, and determine if existing delivery, assessment and RPL methods still have currency and, if not, suggest alternative models.

In partnership with the Food and Fibre Centre of Vocational Excellence, we reviewed current delivery, assessment and RPL methods with a desktop review of national and international literature regarding:

  • Classroom based learning (including work integrated learning) 
  • Work-based learning 
  • On-line learning.

We wanted to find out if they are still appropriate for the 21st century, and/or if there are opportunities to improve on them to ensure they become appropriate for the 21st century and meet identified industry and learner needs. 

The final report identified challenges within the VET system that hinder effective service to industry, employers, and learners. It offers various recommendations to eliminate barriers and strengthen the VET system, some of which can be implemented quickly, while others require a shift in existing activities or depend on external factors.

21st century Delivery and Assessment Synopsys

21st century Delivery and Assessment Full Report

 

Key themes for a high-functioning food and fibre VET ecosystem include: 

  1. Strong industry voice: Establishing clear channels for industry leadership in skill needs analysis, qualification development, and appropriate delivery models. 
  2. Collaboration: Encouraging resource sharing and the exchange of best practices. 
  3. Understanding learner needs: Recognising diverse learner demographics and providing tailored support options. 
  4. Recognition of Prior Learning: Creating a respectful and well-funded system for acknowledging existing skills. 

In order to create responsive and competitive food and fibre industries that are future focused, the food and fibre VET system requires strong industry connections and input, which underpins flexible and responsive product development, and delivery and assessment systems, that result in quality programmes delivered well.

 

Next steps:
  • Recommendations from the project about assessment and delivery will be incorporated into the Vocational Excellence Framework: Vocational Excellence Rubrics | Food and Fibre Centre of Vocational Excellence 
  • Recommendations focused on improving the use of technology in digital assessment and AI in assessment will be incorporated into this project: Digital Assessment Solutions | Food and Fibre Centre of Vocational Excellence 
  • The Food and Fibre Centre of Vocational Excellence is developing a business case for a project in 2025 that will look to improve RPL processes and support for providers and learners. 
  • The Food and Fibre Centre of Vocational Excellence is developing a business case for a project in 2025 that will create a pilot plan to enhance the delivery of vocational training that includes support for tutors and employers. 

Consolidated actions in this project

Explore and support appropriate delivery models (All Industries)

Industries have indicated that they are looking for delivery that is flexible and that meets their industry’s circumstances. In addition, we know that not all learners learn the same way. 

Working with industry, learners, and providers, Muka Tangata is exploring and supporting different ways in which learning can meet the diverse needs of learners and employers. This recognises that the vast majority of learning in the sector is carried out on-job. It could include better combinations of on-job and ‘classroom’ learning; learning closer to where learners live and work; and/or online or computer-based learning.

Support the use of more flexible assessment methods (All industries)

Alongside flexible delivery models, Muka Tangata is also supporting providers to use assessment methods that are suitable to a wider range of ākonga (learners). We are exploring whether assessment provisions can allow for multiple and diverse methods of presenting evidence that cater for different learning needs, such as videos, photographs and work evidence.

Improve the recognition of existing skills so that learners are not repeating unnecessary training (All industries)

Formal education and training systems are not the only way in which people develop skills, with people gaining skills through work experience, informal and non-formal learning, and/or outside the country in which they work.  

The fact that these skills are invisible magnifies the challenge of skills under-utilization and mismatch and can lead to learners repeating unnecessary training. 

Muka Tangata will work with stakeholders, including industry, providers and government, to identify and address barriers to recognising existing skills.

Better understand the role informal learning plays in the industry (Arable)

Informal and non-formal learning plays an important role in skills acquisition for the arable farming industry.

The Food and Fibre Centre of Vocational Excellence is undertaking research into non-formal and informal learning: Non-formal and Informal Learning in the FF Sector.

This research will assist Muka Tangata to: 

  • have a better understanding of the range of non-formal learning happening in the industry
  • use that knowledge to recognise or in some way credential non-formal learning
  • advocate for a better learner transition from non-formal to formal learning through a provider using recognition of prior learning


As part of our further work, we will seek to better understand the relevant non-formal learning being offered, for example by the Foundation for Arable Research, and investigate whether there is value in facilitating ways to have this learning linked to formal training. 

Support the use of more flexible assessment methods (Arable, Fruit, Vegetables)

Muka Tangata is supporting providers to use assessment methods that are suitable to a wider range of learners. We are exploring how well assessment provisions can allow for other methods of presenting evidence that cater for different learning styles, such as videos, photographs and naturally occurring evidence. 

Support the use of more flexible assessment methods (Forestry)

Muka Tangata is supporting providers to use assessment methods that are suitable to a wider range of learners. For Forestry, in conjunction with delivery models, we are looking to work with providers to develop suitable assessment methods. This could include the use of naturally occurring evidence, company Standard Operating Procedures (SOPs) and verification, for assessment, to support or replace current largely bookwork assessments. The results of this work will have application across many industries.

Support more flexible approaches to delivery and assessment (Poultry, Pigs and other Livestock Farming)

Like many of our industries, attraction and retention of workers is an issue. More flexible approaches to qualification delivery and assessment that support a diverse range of learners, including those with disabilities, may enable the industry to access a wider scope of workers. We will work with providers to encourage more flexibility. 

Support the use of more flexible assessment methods (Seafood)

Muka Tangata is supporting providers to use assessment methods that are suitable to a wider range of learners. For the Seafood industry, in conjunction with delivery models, we are looking to work with providers to develop assessment methods suitable to the industry. This could include the use of naturally occurring evidence, company Standard Operating Procedures (SOPs) and verification, for assessment, to support or replace the current largely bookwork assessments. The results of this work will have application across many industries. 

Better understand the role informal and non-formal learning plays in the industry (Dairy Farming)

Informal and non-formal learning plays an important role in skills acquisition for the industry. The Food and Fibre Centre of Vocational Excellence is undertaking research into non-formal and informal learning: Non-formal and Informal Learning in the Food and Fibre Sector.

This research will assist Muka Tangata to: 

  • have a better understanding of the range of non-formal learning happening in the industry
  • use that knowledge to recognise or in some way credential non-formal learning
  • advocate for a better learner transition from non-formal to formal learning through a provider using recognition of prior learning (for example, the Farm4Life video platform).

Work with industry and providers to improve programme effectiveness (Dairy Farming)

We will work to bring industry and providers together to improve programme effectiveness, such as delivering the most relevant content in sync with the industry seasonal calendar.

Support appropriate delivery models (Forestry)

The industry has highlighted the need for more practical, on-job learning. Muka Tangata is supporting providers to develop and deliver programmes exploring different ways in which programmes can be delivered that meet the diverse needs of learners and employers; ensuring programmes enable workers to undertake hands-on learning on the job.  

Better understand and influence informal and non-formal learning (Fruit)

Informal and non-formal learning plays a big role in skills acquisition for the Fruit industry. The Food and Fibre Centre of Vocational Excellence is undertaking research into non-formal and informal learning.

This research will assist Muka Tangata to: 

  • have a better understanding of the range of non-formal learning happening in the industry
  • use that knowledge to recognise or in some way credential non-formal learning
  • advocate for a better learner transition from non-formal to formal learning through processes for recognition of prior learning

As part of our further work we will use our understanding of what training is taking place in the Fruit industry to support the development of relevant content and quality delivery.

Support appropriate delivery models (Fruit)

Industry has raised issues about having more flexible delivery that fits with the different parts of the industry and the seasonal calendar. Muka Tangata will support providers to explore different ways in which programmes can be delivered to meet the diverse needs of learners and employers. For example, meeting the needs of RSE workers. 

Work with industry and providers to improve programme effectiveness (Grapes and Wine)

We will work to bring industry and providers together to improve programme effectiveness, such as delivering the most relevant content in sync with the industry seasonal calendar.

Explore appropriate delivery models (Seafood)

Muka Tangata will explore different ways in which programmes can be delivered to meet the diverse needs of learners and employers. Alongside the seafood qualifications review, we are looking to work with providers to ensure programmes are developed that enable the flexibility to study how, when and where best suits industry and learners. 

Read more: A New Approach to Learner Pathways

Improve the recognition of existing skills so that learners are not repeating unnecessary training (Seafood)

Formal education and training systems are not the only way in which people develop skills, with people gaining skills through work experience, informal and non-formal learning, and/or outside the country in which they work. The fact that these skills are invisible magnifies the challenge of skills under-utilisation and mismatch and can lead to learners repeating unnecessary training. 

Muka Tangata is working with stakeholders, including industry, providers, the Food and Fibre Centre of Vocational Excellence, and government, to better understand, identify and address barriers to recognising existing skills. For example, recognition of prior learning towards formal learning.

Better understand the role informal learning plays in the industry (Sheep, Beef, Deer and Wool Farming)

Informal and non-formal learning plays an important role in skills acquisition for the industry. The Food and Fibre Centre of Vocational Excellence is undertaking research into non-formal and informal learning and Muka Tangata will use this work to:

  • gain a better understanding of the range of non-formal learning happening in the sector
  • recognise or in some way credential non-formal learning
  • advocate for a better learner transition from non-formal to formal learning through a provider using recognition of prior learning

Support appropriate delivery models (Vegetables)

Muka Tangata will support providers to explore different ways in which programmes can be delivered to meet the diverse needs of learners and employers. For example, meeting the needs of RSE workers. Supporting and endorsing programmes enable workers to undertake hands-on learning on the job at appropriate times within the calendar year.