Programme development guidance

Industry support for skills standards is strong – they allow for transferability and transportability of skills (especially in the food and fibre sector where many of the workforce move between industries within the growing/farming calendar). The ConCove report (An overview of the System for Skill Standards) suggests that with the increased development of skills standards, provider-based and work-based education organisations have an opportunity to reconsider and revise content and assessment design. There are a number of advantages skills standards have over unit standards; they integrate knowledge and theory where possible; they are less prescriptive and therefore allow greater flexibility for providers to develop programmes that meet industry and learner needs within different contexts. They also have something unit standards don’t – indicative content, which gives guidance to providers on curriculum (recommended and not compulsory).

The move to less prescription reinforces the need for skilled and knowledgeable programme designers, tutors and assessors. And has been reflected in the latest Muka Tangata Consent and Moderation Requirements (CMR). Expert programme designers who follow Universal Design for Learning or similar principles should improve outcomes for learners. The appropriate use of technology in delivery and assessment – gamification, augmented reality and videos, provide a modern engaging approach for today’s learners. Programmes that provide as-real-world-as-possible opportunities to practice skills (albeit work-based, work-integrated or work experience) are what the food and fibre sector are looking for.

We expect that in the short to medium term programmes will contain both unit standards, skills standards and possibly provider developed modules. We have developed guidelines to support providers when developing programmes. These include assessments using skills standards and assessing Skills Standards (Where are these?)

The 21st CDA report indicated the future of the Food and Fibre sector will look inherently different to now and will require new skills and the adoption of emerging technologies. New approaches and techniques will require different skill sets and these needs should be considered when designing training and delivery. It is fast

moving and training providers will need to move equally as quickly. e.g. biosecurity training for apiarists.

Robust internal quality assurance processes will support programme development and application through the SSB and NZQA. These will likely include establishing stakeholder need and determining ways to meet the need. Peer review and pre-assessment moderation of materials may also help.

A strong connection with industry stakeholders is crucial to ensure that curriculum design is based on industry and market needs; its relevant; and meets the current and future needs of the sector. Industry connections will support work placements and real-life situations for training (for work-integrated or work-experience placements).

The SAARA report (Which report? Link?) detailed the wishes of industry to incorporate more technology and the creation of more creative and holistic assessments.

Employer feedback indicates that they want to be more involved in programme development, delivery and assessment; that the design of training should be flexible and better match learner needs (aligning with seasonal requirements for example). Providers need to have sound and effective connections with industry when they develop programmes and micro-credentials and when submitting programmes for endorsement we need to see evidence of industry engagement. There are some industries for whom qualifications have been developed but no programme developed for it (Grapes & Wine, Poultry) and engaging with industry can create opportunities for providers to look at flexible ways to fill needs such as these.

Programmes should be delivered with a focus on high standards and continuous improvement and include evidence-based practices and regularly updating the curriculum. The gathering of naturally occurring evidence (such as observation) is authentic with a contextual richness which cannot be evidenced in a paper-based assessment. It provides an opportunity to gather evidence over a period of time to prove competency.

The 21st Century Delivery and Assessment (21st CDA) report found that delivery needs to meet industry needs. Employers generally want to see good effective ‘practical’ delivery in programmes with a practical component, whether that is through a polytechnic, PTE or an ITO. Programmes which are not delivered in the workplace should incorporate hands-on training and real-world activities to provide learners with practical skills and experience e.g. animal care and veterinary services. This should include work placements and/or internships.

We heard through our CMR consultation feedback that opportunities to practice skills through work-based, work-integrated, or well-planned work experience needs to be hard wired into the programme. Hybrid learning (mixed) meets the needs of learners and industry, and face to face remains an important delivery mode. Some survey respondents from the wine industry gave an example of hybrid learning that works well. This was well timed in-person residential block courses to teach relevant technical and practical skills with specific work placement hours post training, and feedback and assessments supported by supervisors or employers (21st CDA report).

Our CMR review consultation feedback indicated strongly that assessing staff should be qualified and well trained and have opportunities for professional development related to practices when teaching and assessing learners who are neurodiverse

and/or have literacy and numeracy challenges. The feedback also told us of the importance of opportunities for professional development in Te ao Māori and mātauranga Māori practices for assessing staff.

Feedback was that assessing staff should have annual contact with industry partners and are up to date with latest technology, industry practice and legislation. Workplace verifiers (if used) must have sufficient knowledge of the subject matter they are verifying.

Assessment should be flexible and be when learners are ready rather than when it suits the assessor and must meet the needs of both the learners and the sector. A large number of employees in the food and fibre sector have English as a second language, with significant numbers coming from Pacific Island nations, South America, and the Philippines. Language barriers can make assessments challenging for these employees. Stakeholders explained that learning difficulties including low literacy and numeracy continues to be a significant challenge as learners and providers require additional support.

Other barriers to good assessment practices have been highlighted by focus groups (21st CDA report and Forestry-and-Wood-Processing-Trainers-and-Assesors-Research-Report_FINAL.pdf) These include not being able to assess learners at the right time due to distance or lack of capacity (forestry and apiculture are examples of this), and there is a tendency for providers to use written assessments as a default as the willingness to adopt new delivery practices and additional assessment methods does not appear to be consistent across all trainers. While survey results suggest assessments are testing the right things, there is concern that learners are not returning to their workplaces able to reliably and consistently perform the new skill. This was confirmed by industry attendees who discussed issues around the levels of competence seen in learners, which was partly due to assessments not reflecting real workplace scenarios of pace and complexity.

Technology used in delivery models needs to be appropriate to the content and the learner profile. When designing course delivery models programme designers and trainers should be clear on how the use of technology will improve teaching and learning, and enable the learner to effectively gain the appropriate knowledge and skills. We have developed a document: Online assessment guidelines (Which report? Link?) to support providers to develop online assessments which provide a quality experience for the learner and meet moderation requirements. Forum attendees cautioned the overuse of online platforms like zoom and teams as a replacement for mixed modes of delivery. The survey highlighted that not all industries use online learning and the action of making paper-based resources accessible to learners through online means is not the same as true interactive online learning platforms. For industries such as seafood where much of the learning is on-the-job and assessment is best undertaken in the workplace online learning is not a preferred option.

Tutors are increasingly required to have a diverse range of skills. Considerations should be given for ongoing professional development, engagement in communities of practice, and the adoption of new technologies that meet the needs of tech savvy learners. Membership organisations such as Primary Industries Polytechnics Tutors Associations and ITENZ provide professional development opportunities. There are other organisations such as Ako Aotearoa, Pathways Awarua and research organisations such as FFCoVE providing low cost or free training and resources.

(This section is quite long and wordy – it would be good to pick out some sub-headings to break it up and make it easier for readers to find relevants parts of the text)

Ensuring programmes are accessible to all, including those with complex needs – literacy and numeracy challenges, Tangata Whaikaha, neurodiversity and English as a second language is a key component to quality programmes. Offering multiple methods of delivery and assessment provides equity for all learners.

Learners are not meeting employer expectations around literacy and numeracy, and often start training with low levels. The 21st CDA report told us that trainers and assessors need to be better supported in both provider-based and work-based education organisations. The embedding of literacy and numeracy into programmes should be a key consideration as these challenges are impacting the progress of learners and are placing pressure on employer trainers and tutors who are generally not experts in this area. Core literacy and numeracy has been declining over the last five years and continues to do so. Post school options to increase these skills are limited.  Many learners need extra support when completing assessments, and this can impact on the demands of the tutor or trainer including the need to spend extra time with learners.  Extra support for tutors and trainers such as professional development on best practice delivery, using multi-sensory tuition, assessments being dyslexia-friendly and using plain English, technology (such as translator apps), reader writer support and training in verbal assessment are all beneficial. Group work and strength-based learning can support learners for who the written word is a challenge. Holding study groups using cultural community groups and individuals have shown to be successful (Ako Aotearoa research). (Which report? Link?)

Incorporating Māori centric learning models into programme design will improve outcomes for all learners. Māori learners look at success holistically and tend to succeed when programme delivery, providers, organisations and tutors build values and systems that align with their idea of success (from Te Whakatōnga research project). Using Te ao Māori values as normal practice in both assessment design and delivery increases learner wellbeing and inclusiveness. What works for Māori also works well for other learners including Pacific Peoples, other cultural groups and neurodiverse learners.

Māori learners are responding better to values-based and strengths-based training approaches and on-the-job assessment. The completion success and capability uplift of learners in programmes adopting inclusive group learning models indicates that programmes which incorporate manaakitanga are more successful.

There are many Māori models to support learning, these are easily implemented inside an organization and will support all learners.  This document will specifically support providers to embed tirohanga Māori into their practices: embedding tirohanga Māori.docx (add final once completed). (What is going on here?)

Respecting and acknowledging the cultures of all learners encourages a feeling of belonging and inclusiveness leading to greater engagement with learning and classmates.  Ako Aotearoa has a large repository of research reports, videos and workshops that are beneficial to tutors and programme developers when developing and delivering inclusive programmes.

Respecting and acknowledging the cultures of all learners encourages a feeling of belonging and inclusiveness leading to greater engagement with learning and classmates. Ako Aotearoa has a large repository of research reports, videos and workshops that are beneficial to tutors and programme developers when developing and delivering inclusive programmes.

Good pastoral care supports learners both in their training and in their overall wellbeing and should be embedded in the fabric of an organisation rather than a standalone service. Almost all our industries identify pastoral care as a key component for learner success.  Poor mental health is prevalent in many industries where there are physically demanding and often time pressured roles working long hours and supporting learners from day one is critical for their learning success and wellbeing. The Tertiary and International Learners Code of Practice :: NZQA requires providers to adhere to a code of practice when enrolling learners. This came into effect in January 2022 and requires providers to take a greater role in pastoral care. Guidance and resources are included with the code information and helps providers to embed pastoral care within their organisation.

Most learners need additional pastoral care and support to enable them to learn and perform well in the classroom and workplace. Horticulture industry representatives told Muka Tangata that many entry level positions do not require skills or qualifications, with employees coming from all backgrounds often with limited academic or previous work experience. It can be a huge culture shock for them, and built-in support is required. In the animal care and veterinary services industry many employees are young women with a passion for animals.  Seeing animals in pain and often dying can take a huge toll on mental health and many struggle to continue with their career due to this.

A number of focus group attendees and interviewees discussed the support that mentors are providing for learners. Sometimes the mentor was from within the workplace and had experience they could use to support the learner. In other instances, the mentor came from the wider community and were able to independently support the learner, which removed some pressure from the trainer. A network of supportive mentors can enhance the pastoral care service for learners.