Strengthening Vocational Training for the Electrical Industry

• Shaping the Future of Electrical Training – The decisions made in this consultation will directly impact how electricians are trained, influencing the quality, structure, and accessibility of apprenticeships and traineeships.
• Ensuring Industry Needs Are Met – The electrical sector relies on a steady pipeline of skilled workers. A well-designed training system will help address workforce shortages, maintain high industry standards, and support business growth.
• Protecting Apprenticeship Quality – Changes to vocational education could affect funding, training delivery, and support systems for apprentices. It’s crucial to ensure that any new model maintains or improves the quality of training and support for both apprentices and employers.
• Impact on Licensing & Competency – Work-based learning is closely tied to licensing requirements. A poorly designed system could create gaps in competency, affecting safety, compliance, and professional standards in the industry.
• Advocating for Electrical Businesses – The right system will help businesses train and retain skilled electricians efficiently. If the new model doesn’t align with industry needs, businesses may struggle with higher costs, administrative burdens, or reduced access to apprentices.
• Future-Proofing the Workforce – With advancements in technology and evolving energy demands, it’s critical that the vocational training system remains adaptable, ensuring electricians are equipped with the skills needed for the future.

• Skills Shortage: New Zealand is currently short by approximately 6,000 electricians. If unaddressed, this shortage will lead to increased service costs and project delays.
• Outdated Training System: The current apprenticeship model reflects practices from past decades and lacks the agility to incorporate industry innovations such as smart energy management, renewable energy systems, and digital integration.
• Poor Vocational Training Outcomes: The restructuring of the vocational training sector has led to declining quality and completion rates. The performance of work-based learning subsidiaries, such as EarnLearn, has been particularly poor, affecting the electrical industry’s workforce pipeline.
• Lack of Industry-Specific Oversight: The existing training system does not adequately cater to the electrical sector’s rapid technological advancements and unique regulatory requirements.

The New Zealand Government is currently considering two models for the future of work-based learning:

1. Independent Work-based Learning Model

In this model, the work-based learning divisions currently within Te Pūkenga would transition into separate, industry-owned private training establishments (PTEs). These new entities would independently manage all aspects of apprenticeships and traineeships, including programme design, assessment, and learner support. Industry Skills Boards (ISBs) would focus solely on setting industry standards and providing quality assurance. This model aims to streamline operations by having dedicated providers for work-based learning, with ISBs ensuring that industry standards are met.

2. Collaborative Work-based Learning Model

Under this model, work-based learning would be a joint effort between providers (such as Institutes of Technology and Polytechnics, private providers, or Wānanga) and ISBs. Providers would handle the educational components, including programme delivery and assessment, while ISBs would be responsible for pastoral care and ensuring that training aligns with industry needs. The work-based learning divisions of Te Pūkenga would be dissolved, with their programmes and learners integrated into the new ITPs or other providers. This collaborative approach seeks to combine the strengths of educational institutions and industry bodies to deliver comprehensive support to learners.

The Government is seeking feedback from industry stakeholders to determine which model would best meet the needs of employers and learners in New Zealand’s vocational education and training system.

The Collaborative Work-Based Learning Model is what Master Electricians will be advocating for. It’s designed to enhance vocational training by ensuring a direct partnership between training providers and Industry Skills Boards (ISBs). Under this model, providers manage the education of apprentices, while ISBs offer industry-relevant oversight and pastoral care. This dual approach ensures that apprentices receive high-quality education, while also benefiting from the support and guidance of industry experts.

Why is this model suited for the electrical industry?

• Stronger Industry Alignment: The ISB’s involvement ensures that training remains relevant to technological advancements, regulatory requirements, and employer needs.
• Enhanced Pastoral Care: Apprentices and employers benefit from additional support, leading to higher completion rates and better workforce retention.
• Responsive to Innovation: The fast-paced nature of electrical technology requires a training system that can adapt quickly—something this model facilitates.
• Direct Industry Feedback Loop: Employers and apprentices can provide real-time feedback, ensuring that training continuously evolves to meet industry demands.

Master Electricians supports the creation of an Industry Skills Board (ISB) for Electrical and Related Industries. This ISB would oversee vocational training outcomes, ensuring they align with industry needs and technological advancements.

Key Features of the Proposed ISB:

Industry Co-Investment: A levy or contribution model should be explored to ensure industry has a stake in training quality and innovation.

Industry Ownership & Governance: The ISB must be industry-led to ensure relevance and agility.

Government Funding & Accountability: The ISB should be publicly funded but held to strict performance criteria.

Separate Electrical ISB: The electrical industry’s needs differ significantly from general construction trades; therefore, an independent board is essential.

Inclusion of Related Sectors: The ISB should oversee training for:

• Electrical
• Energy Supply
• Heating, Ventilation, and Air Conditioning (HVAC)
• Refrigeration
• Electronic Security
• Data Cabling
• Enabling Technologies (e.g., automation and smart grids)

Oversight of Training Outcomes: The ISB should ensure training standards meet industry needs, incorporating innovations in energy transition, automation, and AI.

Stronger School Pathways: We must improve engagement with schools to create clear entry pathways into the electrical trade.

Employer & Industry Partnerships: Training must be co-designed with industry suppliers, businesses, and regulatory bodies.

Pastoral Care & Employer Support: Apprentices and their employers require tailored support systems beyond what is currently available.

Your feedback will be compiled and used to refine our advocacy efforts with government and training providers. Please submit your responses by Monday 17 February

We appreciate your participation in this crucial discussion by completing the form at the bottom of the page. Your insights will help shape a vocational training system that supports the future of the electrical industry.

We invite all members to provide feedback on the following:

1. Do you support the creation of a separate ISB for the electrical and related industries? Why or why not?
2. What key improvements do you think should be made to vocational training for electricians?
3. What role should industry play in governing and funding training initiatives?
4. How can training be better aligned with emerging technologies and industry innovations?
5. What additional support do apprentices and employers need to improve training outcomes?
6. Do you support the Collaborative Work-Based Learning Model, and what benefits or challenges do you foresee with its implementation?