Unlocking the Potential of Pacific Peoples through workforce development
- Emma Godwin
The purpose of this white paper is to reinforce the vision of Hanga Aro Rau to upskill Pacific Peoples into higher-skilled and higher-paying jobs to support a broader labour market to meet the changing needs of industry. This White Paper will provide actionable guidance to those ultimately responsible for the redesign of the Vocational Education and Training (VET) system including a transition to Industry Skills Boards (ISBs). This important and critical role is better served supported with robust evidence-based information to ensure a responsive and evolving system, anchored by what has been proven to work well, for the future of all New Zealanders.
Executive Summary
There were ten core design features for the future redesign of workforce development and vocational education of importance to Pacific Peoples:
- Maintain the legislative and policy focus on under-served communities. These are contained in the Education and Training Act 2020, sch 13, Te Pūkenga, New Zealand Institute of Skills and Technology Charter. In particular s4 (f), which states: “meet the needs of all of its learners, in particular those who are under-served by the education system, including (without limitation) Māori, Pacific, and disabled learners.” Similarly, the importance of meeting the needs of under-served learners is stated in the Orders in Council issued for the Workforce Development Councils in 2021.
- There needs to be greater alignment between what industry needs and qualifications offered by education providers. Ensuring students have qualifications which are likely to lead to employment.
- Culturally competent tutors / trainers / employers: Those that are teaching the learners the skills they need for the future need to be supported to enhance their engagement with Pacific Peoples. This includes their understanding of Pacific cultures, name pronunciation and bias awareness to improve interactions and engagement.
- Pacific representation: At all levels the whole VET system from design through to delivery needs to have Pacific people involved. Pacific professionals bring with them the embodied knowledge of being Pacific learners themselves.
- Partnerships with Pacific organisations and leaders: Involving Pacific communities in the design and delivery of VET programmes ensures that the offerings meet their specific needs and aspirations. This can include partnerships with community organisations and leaders.
- Culturally relevant curriculum: It is essential to develop vocational education programmes that are tailored to the needs of Pacific learners.
- Accessibility: VET programmes should be easily accessible, both geographically and financially. This includes providing support for transportation, childcare, internet access, digital literacy and other barriers that may prevent participation.
- Workplace integration: Strong connections between VET providers and local industries can facilitate work placements, apprenticeships, and job opportunities, helping Pacific learners transition smoothly into the workforce.
- Recognition of prior learning: A system that recognises and values the skills and experiences that Pacific learners may bring through work experience from prior jobs or from the Islands, and/or community participation can enhance their educational journey and provide pathways to further qualifications and progression in the workplace.
- Long-term commitment: A sustained commitment from government and educational institutions to improve Vocational Education Training for Pacific Peoples is necessary to achieve meaningful change. This includes setting expectations and targets, monitoring agreed actions and regularly reviewing progress.
This white paper highlights the opportunity in redesigning the Vocational Education and Training (VET) system to better equip future entities in upskilling Pacific Peoples, addressing critical skills gaps in Aotearoa New Zealand, especially in the manufacturing, logistics, and engineering sectors. Pacific Peoples are projected to comprise 11% of the Aotearoa New Zealand workforce by 2043, so intentional and targeted investment in their vocational
education and broader workforce needs is essential for their personal and economic advancement and to meet the nation’s growing labour market demands.