Vocational education has never had a good reputation in New Zealand. It has long been seen as a second-best option for ‘struggling students.’ University is the destination of choice for ‘good’ students, even if they have no idea what they want to do there. 

This unfortunate attitude was on display last week after Education Minister Erica Stanford announced the list of subjects to be included in the new school curriculum for Years 11-13.  

Outdoor education and tourism, which are part of the current curriculum, will not be in the new one. Instead, they will most likely be listed in a new category of vocational subjects. 

Neither Education Outdoors NZ (EONZ) nor Tourism Teachers Aotearoa New Zealand (TTANZ) is happy about the change. According to RNZ, both organisations believe their subjects are “being relegated to filler status for struggling students, rather than being seen as serious options for teenagers.” 

This framing exemplifies the dismal attitude that has held back vocational education in New Zealand. It contributes to a downward spiral. The more vocational education is seen as a repository for students who can’t handle ‘serious options,’ the less students see it as a valid pathway on par with university.  

Contrary to the fears of EONZ and TTANZ, the new vocational subjects could be a circuit breaker. Until now, vocational education has been a mere add-on to the ‘academic’ curriculum. Under the new approach, Industry Skills Boards (ISBs) will develop a curriculum of its own for each vocational subject.  

Vocational subjects could start to build more esteem for vocational education, but schools will need support to make the most of them. The ongoing involvement of ISBs will be crucial. They cannot just develop the vocational subjects and walk away. 

Schools will need help to organise learning-through-work opportunities for students.  Often, they will need partnerships with tertiary providers to teach aspects of vocational subjects they are not resourced to teach themselves. ISBs could assist with both of these things. 

The tertiary training system is in disarray following the merger of the polytechnics into Te Pūkenga, and its swift demise. That will have to be sorted out, so students who take vocational subjects at school have strong tertiary programmes to go to. 

There is a way to go before New Zealand has a vocational education system that rivals universities as a destination of choice. But vocational subjects are a great start.