Add to ORKGThe Industry Training Act 1992 introduced significant changes to vocational education and training in New Zealand. Based on a case study of a Waikato firm, this paper investigates whether the changes resulting from the Industry Training Act 1992 have enabled a medium-sized electrical manufacturing firm to meet its training needs. The paper also examines questions relating to wider issues in regard to vocational education and training in New Zealand. Specifically, it discusses the issue of voluntarism, as it relates to the finding of Industrial Training Organisations (ITOs), the creation of qualifications, and the proposed removal of developmental funding that is presently provided through the Education and Training Support Agency (ETSA)
This paper builds on a series of published articles and chapters that date back to the ESREA seminar...
In recent years in New Zealand the provision of vocational education and training has been perceived...
RESEARCH QUESTIONS: 1. In what ways do Industry Training Organisations interpret Tertiary Educati...
The Industry Training Act 1992 introduced significant changes to vocational education and training i...
Since the 1980s much emphasis has been placed on the need for a dramatic re-orientation towards work...
The tertiary education reforms have placed considerable pressure on Industry Training Organisations ...
This study is broadly concerned with the changing nature of industry training policy in New Zealand ...
This paper discusses the Modern Apprenticeships programme, introduced by the Labour/Alliance governm...
The tertiary education reforms have placed considerable pressure on Industry Training Organisations ...
This article has three integrated purposes. It seeks to provide insights into some of the ways in wh...
Recent developments in the provision and funding of industry training in New Zealand have provided s...
This New Zealand research finds some support for Wolfgang Streeck’s thesis that education and traini...
In their 1997 green paper on tertiary education the Ministry of Education said, "to ensure our prosp...
The vision of New Zealand as a 'knowledge society' is a mantra that has opened the twenty-first cent...
Information gleaned from the 2003 New Zealand Skills and Training Survey, conducted as a part of a j...
This paper builds on a series of published articles and chapters that date back to the ESREA seminar...
In recent years in New Zealand the provision of vocational education and training has been perceived...
RESEARCH QUESTIONS: 1. In what ways do Industry Training Organisations interpret Tertiary Educati...
The Industry Training Act 1992 introduced significant changes to vocational education and training i...
Since the 1980s much emphasis has been placed on the need for a dramatic re-orientation towards work...
The tertiary education reforms have placed considerable pressure on Industry Training Organisations ...
This study is broadly concerned with the changing nature of industry training policy in New Zealand ...
This paper discusses the Modern Apprenticeships programme, introduced by the Labour/Alliance governm...
The tertiary education reforms have placed considerable pressure on Industry Training Organisations ...
This article has three integrated purposes. It seeks to provide insights into some of the ways in wh...
Recent developments in the provision and funding of industry training in New Zealand have provided s...
This New Zealand research finds some support for Wolfgang Streeck’s thesis that education and traini...
In their 1997 green paper on tertiary education the Ministry of Education said, "to ensure our prosp...
The vision of New Zealand as a 'knowledge society' is a mantra that has opened the twenty-first cent...
Information gleaned from the 2003 New Zealand Skills and Training Survey, conducted as a part of a j...
This paper builds on a series of published articles and chapters that date back to the ESREA seminar...
In recent years in New Zealand the provision of vocational education and training has been perceived...
RESEARCH QUESTIONS: 1. In what ways do Industry Training Organisations interpret Tertiary Educati...