ITI Articles

The social side of tertiary education is being neglected by the government at the moment, and we don't mean student parties. The draft Tertiary Education Strategy (TES) and Statement of Tertiary Education Priorities (STEP) seem to have an overwhelming focus on economic outcomes, at the expense of social outcomes.

The Education Act 1989 is pretty clear on the issue, with S159AAA setting out the object of tertiary education. This includes, amongst other things: contributing "to the development of cultural and intellectual life in NZ'; fostering 'a skilled and knowledgeable population over time'; and contributing 'to the sustainable economic and social development of the nation'. This sets a broad foundation for tertiary education, especially since Ministers and officials must take those objects into account, 'so far as is practicable in the circumstances'.

The draft TES does include some non-economic strategies and outcomes, but as policy gets more specific, it gets more economic. The draft STEP focuses on increasing the delivery of skills to meet regional and national industry needs. The draft distinctive contribution for ITPs focuses on 'providing skills for employment and productivity'. There is little real allowance for social development.

The PTE Assessment of Strategic Relevance, operating up to the end of 2007, does address social outcomes. It supported outcomes that enhanced 'graduates' ability to participate in the social, political, economic and/or cultural life of their communities' or that developed 'students' lifeskills and/or intellectual potential beyond solely personal, recreational, or hobby-interest level'. PTEs also have to show real community support and engagement in qualification design and review.

ITI has had an encouraging response from officials on these points, but policy is going almost exclusively in an economic direction. Many of our members support that direction, too, but it cannot be an exclusive focus.