Policy and funding considerations

These are issues and opportunities for overnment and related entities to consider. Unlike our actions, they relate more to policy and funding. The primary audience for these is agencies such as (but not limited to) the Workforce Development Councils (WDCs), Tertiary Education Commission (TEC), Ministry of Social Development, Ministry of Business, Innovation and Employment (MBIE) and Immigration NZ.

Matters raised by all the RSLGs will go to Government for consideration and MBIE will draft a government agency response for relevant Ministers to consider.

The Wellington RSLG recommends:

1. That, as the careers system strategy is reviewed, TEC, MoE and MSD make additional funding available to augment careers advisory services in schools and tertiary institutions and in the community, making in-person careers information and advice more coordinated and more widely available to those who need it, including but not limited to learners and school leavers and those who support them with decision making: Iwi, hapū, whānau, aiga, community organisations and others who influence career decisions.

Why? We have heard from stakeholders that service provision is uneven, that school careers advisors are not always knowledgeable of the job choices available and not well resourced, and the time and experience of careers advisors varies considerably. Among Māori and Pacific peoples, families play an important role in decision-making and need careers information to support their young people

2. Promotion of, and increased investment in Te Puni Kōkiri’s cadetship programme

Why? In our region Iwi are actively pursuing skill development for rangatahi and upskilling opportunities for Iwi Māori at all points in their careers. TPK’s cadetship programme has been a key avenue to support this skill development and employer demand is high. Further promotion and investment will open opportunities for more people.

3. That the Future of Work Tripartite Forum explores a system of workplace learning representatives as a support system for learners

Why? In the UK, learning representatives are elected by fellow workers in a workplace. Their role is to analyse learning or training needs, arrange and support learning and training, and consult the employer about these matters. A similar system could be introduced here.

4. That TEC and/or MBIE explore options for a mechanism that would give a voice to apprentices.

Why? There is currently no formal body through which apprentices can voice concerns when they encounter problems in the delivery of training, or to seek solutions. A mechanism is needed that ensures the growing number of apprentices have the best experience possible, get the outcomes they need and have a channel to raise issues they face.

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