The Aotearoa national career strategy

Many other nations are ahead of New Zealand in having a national career strategy: Europe, the UK, and Australia, for example (Rose & Jarvie, 2021). In response to repeated requests - read 'clamourings' from the career development sector - for a government-led approach to careers, the National Career System Strategy, or NCSS, was created; with work starting in July 2021, adoption in May 2023, and the official launch in August 2023 (New Zealand Ministry of Education, 2023).

The primary goal of the NCSS is to establish a career development system that is fair, equitable, and flexible, which caters to the requirements of the people of Aotearoa. It does this by aligning education and training with industry requirements and promoting individual career growth that “empowers them [individuals] to understand themselves and their aspirations and to navigate career opportunities that fit throughout their lives” (New Zealand Ministry of Education, 2023, para. 2). The NCSS also aims to: enhance the effectiveness and efficiency of Aotearoa's careers system; to provide a comprehensive and integrated approach to workforce planning; to integrate careers with other government priorities; to take into account structural and economic changes brought about by COVID-19; and to address various challenges and hindrances in the country's education, training, and employment domains (TEC, 2023a, 2023b, 2023c).

The NCSS has been created for an all-encompassing, system-wide approach to careers and individual development (TEC, 2023a). The overriding principles of the NCSS are those of accessibility and inclusiveness; being people-centred and respecting different pathways; being responsive to changes in the world of work; and connectedness across the system. The adoption of what are seven principles (see the illustration accompanying this post) will hopefully mean positive outcomes for all of us who seek career education, information, or guidance (CEIG) to prepare to enter the world of work, who are in work, or who are transitioning out of work (TEC, 2023b).

TEC has carried out a stocktake of current careers resources and has identified a number which specifically support older workers (MSD, 2023) but ensuring these resources remain relevant and accessible is key. Including NCSS strategies to address older worker underutilisation, and increase labour force participation should assist skills shortages and ease employment pressures. However, older workers are not specifically mentioned in the NCSS recommendations, nor given attention in the NCSS Action Plan (TEC, 2023a). As older workers have unique needs and considerations when it comes to career transitions, incorporating targeted support and resources specifically designed for this group could add value to the nation... and increase the workforce.

It will be interesting to see how the NCSS rolls out, particularly with a change of government.

Sam, Aaron & Alison

References:

MSD. (2023, July). Older Workers Employment Action Plan: Monitoring and Implementation Table. Ministry of Social Development. https://www.msd.govt.nz/documents/what-we-can-do/seniorcitizens/older-workers-employment-action-plan/rep-23-7-678-appendix-1-oweap-monitoring-and-implementation-table-july-2023-online-version.pdf

Rose, S, & Jarvie, P. (2021). The Careers System in New Zealand: The Need for a Strategy [whitepaper]. Employers & Manufacturer's Association [EMA]. https://emalive.co.nz/documents/news-publications/whitepaper-the-careers-system-in-nz.pdf

TEC. (2023a). Te Rautaki Pūnaha Aramahi ā-Motu | National Careers System Strategy [report]. Tertiary Education Commission. https://www.tec.govt.nz/assets/Publications-and-others/National-Careers-System-Strategy-Overview-v2.pdf

TEC. (2023b). Te Rautaki Pūnaha Aramahi ā-Motu | National Careers System Strategy [summary]. Tertiary Education Commission. https://www.tec.govt.nz/assets/Publications-and-others/National-Careers-System-Strategy-Overview-v2.pdf

TEC. (2023c, September 27). National careers system strategy. Tertiary Education Commission. https://www.tec.govt.nz/focus/our-focus/national-careers-system-strategy/

* Aaron Lock and Alison Frith kindly prepared much of the material for this post

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Staging a national careers strategy

Career practice in Aotearoa began early in the 20th century, grounded in trait and factor theory (Furbish, 2012, citing Winterbourne, 1974). However, over time, New Zealand has taken a more developmental approach to career practice, focusing more on individual contexts, and qualitative methods (Furbish, 2012).

Access to career services affects how well our rangatahi are prepared to meet their future aspirations. They may feel personal or family pressure to make decisions - or sacrifices - depending on their  individual contexts and the resources available for them to appropriately research their options (Inkson et al., 2015; Kosine & Lewis, 2008). Super's 'exploratory' stage or ‘Stage II’ encompasses the ages 15 to 24 years (Brown & Brooks, 2002; Inkson et al., 2015; Super, 1957), a key time for forming choices, expectations and upskilling prior to, and during, the shift into professional career pathways (Careers New Zealand, 2019).  

Stage-based theories appears to play a key role in Aotearoa's national career development thinking (Tertiary Education Commission, 2022), and seems to guide how career education is organised. All secondary school students - rangatahi from year 7 onwards - 'should' have access to career services with an appropriately qualified career practitioner (Careers New Zealand, 2009; Hodgetts, 2009), and are assumed to be in the exploratory stage up to 18 years, where they are beginning to make - or are making - choices about their professional pathways and their next transition. 

While acknowledging the availability of career services at secondary schools, it is important to note that there is a lack of uniformity in career practice across schools (Furbish 2012; Hodgetts, 2009). Hodgetts (2009) proposes a systematic approach, embedding career education throughout school curricula, with career education being delivered in all classes, by all teachers; led by career experts. 

Considering Levinson’s (1986) theory, students engaged in tertiary education are likely to be on a pathway to achieve stability and maintain and enhance competencies to achieve career success. Access to these services for students and collaboration with academic staff to deliver training, and create initiatives can help bridge gaps around expectations of entering the workforce (Amiet et. al, 2020). 

Further, while most tertiary institutions provide access to career services to assist graduates transition to their profession, into their ‘establishment' phase (25-44 years), the ‘maintenance' (45-64 years)  phase (Inkson et al., 2015; Super, 1957) in New Zealand is currently under-served. Where once Careers New Zealand had offices in most regional centres nationwide, these services were first moved online, then completely axed with the absorption of Careers New Zealand into the Tertiary Education Commission in 2016 (Lowery-Kappes & Young, 2023). 

To redress this gap, the Tertiary Education Commission (2022) has recently approved a ‘National Careers System Strategy’, or NCSS, aiming to support the diversity of New Zealander's decision-making, upskilling and learning. This strategy aims to help us to collectively adapt to the significant changes which are occuring in the world of work (Tertiary Education Commission, 2022). Providing there is political will to approve the strategy, work could begin to align the currently fragmented career efforts undertaken by a range of government departments, such as MSD, the Public Service Commission, the Ministry of Education, the Tertiary Education Commission, and ACC; to name a few. 

As the National Careers System Strategy has been ratified, this may allow us to rebuild those once-held career tools and resources of Careers New Zealand so that we once more understand that "Developing a career is a process, not just a destination" (Kosine & Lewis, 2008, p. 227).

Naufa & Sam

References:

Amiet, D., Choate, J., Hoskin, J., & Dart, J. (2021). Exploring attitudes, beliefs and practices of academic staff towards undergraduate career development in non-vocational courses. Higher Education Research & Development, 40(5), 885-900. https://doi.org/10.1080/07294360.2020.1799952

Brown, D., & Brooks, L. (2002). Career choice and development: Applying contemporary theories to practice. Jossey-Bass.

Careers New Zealand. (2019). Super's Theory. https://www.careers.govt.nz/resources/career-practice/career-theory-models/supers-theory/

Careers New Zealand. (2009). Career education and guidance in New Zealand schools [report]. https://nzcurriculum.tki.org.nz/content/download/2767/35051/file/Career-guidelines-web.pdf

Furbish, D. (2012). An Overview of New Zealand Career Development Services. Australian Journal of Career Development, 21(2), 14–24. https://doi.org/10.1177/103841621202100203

Hodgetts, I. (2009). Rethinking career education in schools: Foundations for New Zealand framework. Career Services Rapuara. https://www.careers.govt.nz/assets/pages/docs/research-report-rethinking-career-education-in-schools.pdf

Inkson, K., Dries, N., & Arnold, J. (2015). Understanding Careers: Metaphors of Working Lives (2nd ed.). SAGE Publications Ltd.

Kosine, N. R., & Lewis, M. V. (2008). Growth and exploration: Career development theory and programs of study. Career and Technical Education Research, 33(3), 227-243. https://doi.org/10.5328/cter33.3.227

Levinson, D. J. (1986). A conception of adult development. American Psychologist, 46(1), 3–13. https://doi.org/10.1037/0003-066X.41.1.3

Lowery-Kappes, H., & Young, S., (2023). The Shape of Career Practice in Aotearoa NZ [slidedeck]. CANNEXUS23 Conference 23-25 January 2023. https://cannexus23.gtr.pathable.com/meetings/virtual/q32dbm9cxwNqDYAnd

Ministry of Education. (2012). National Administration Guidelines.  http://www.minedu.govt.nz/theMinistry/EducationInNewZealand/EducationLegislatio n/TheNationalAdministrationGuidelinesNAGs.aspx#NAG1

Super, D. E. (1957). The Psychology of Careers: An introduction to vocational development. Harper & Bros.

Tertiary Education Commission. (2022, December 19). National careers system strategy. https://www.tec.govt.nz/focus/our-focus/careers-system-strategy/

* Naufa Abdul Sattar kindly prepared much of the material for this post 

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