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This report outlines trends in Maori participation in industry training and considers the possible reasons for these patterns. It looks at Maori participation in the workforce, provides examples of what some industry training organisations (ITOs) are doing in terms of meeting the skill needs of Maori in the workforce, and highlights what some Maori trainees think of their training and where they see it taking them in the future. Key findings include: Maori industry trainees are mainly found in the forestry, social services, seafood, public sector, dairy, and infrastructure industries, reflecting the large numbers of Maori employed in these industries; as at December 2003, there were 21,697 Maori engaged in industry training and it is expected that there will be over 40,000 Maori trainees in 2007; 59 per cent of Maori trainees are aged 20-39; Maori remain the largest proportion of trainees that have no qualifications prior to undertaking industry training (38 per cent); 70 per cent of Maori are undertaking industry training at levels three or higher on the framework; Maori represent 10 per cent of the employed workforce, yet comprise 17 per cent of industry trainees; and Maori undertaking industry training is expected to increase in the next few years. Show less

In response to concerns about the apparent inequity in women’s participation in industry training, including Modern Apprenticeships, this discussion paper examines the nature of such participation and the extent to which gender imbalances in participation constitute a problem. The research drew on statistical data on women’s participation in industry training during 2000-2003 to provide an overall impression of the trends emerging in women’s participation. Qualitative data was gathered through interviews and international comparison was undertaken as a benchmarking exercise. Recommendations were developed from the findings in order to help address issues associated with women’s participation within industry training and the workforce. Show less

The aim of this research project was to answer the following questions: What is needed for effective learning in the workplace? What is a ‘successful completion’ in industry training? What major factors determine whether a trainee successfully completes a qualification or not? What services do industry training organisations (ITOs) and employers provide to trainees that assist qualification completions in the workplace? The research was undertaken in two stages: (1) a literature review that examined what made for effective learning in the workplace, the type of support needed by employers and vocational education and training (VET) organisations, and how learning styles affected learning and training in the workplace; and (2) semi-structured interviews with ITOs to gain qualitative information on how ITOs defined successful completions, the key influencers for completions and noncompletions, and the ways in which ITOs assisted successful completions in the workplace. Key findings are: the various ways in which training operates for ITOs and their industries need to be taken into account when defining a successful completion for the industry training sector; the two key factors in determining whether a workplace environment is effective for fostering successful learning are the presence of an effective learning culture in the workplace and having training linked to the strategic goals of the business; the presence of an effective learning environment in the workplace is most likely to lead to successful completions of training goals and positive outcomes for both employees and employers; and the key group to target in addressing the barriers to effective learning in the workplace are employers. Show less