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Source: Tertiary Education Commission

Last updated 14 May 2020
Last updated 14 May 2020

WDCs are a key part of the Reform of Vocational Education (RoVE), enabled by the Education (Vocational Education and Training Reform) Amendment Act that took effect on 1 April 2020. Enabling all six WDCs to be in place earlier will contribute to a strong, unified vocational education system to help lessen the social and economic impacts of COVID-19. Fast-tracking WDCs also means their influence in the vocational education and training system will be felt sooner than previously planned.
Early formation of all six WDCs will be enabled by the establishment of six skills-based interim Establishment Boards (iEBs) – one for each of the six WDCs. The iEB members will be appointed by the Tertiary Education Commission (TEC) through an Expression of Interest (EoI) process running 18 May – 2 June 2020.
Each iEB’s primary role is to establish the WDC as a legal entity. Where possible and practical, the iEB will also work with transitional Industry Training Organisations, the New Zealand Institute of Skills and Technology (NZIST) and other providers to inform the tertiary education system’s response to COVID-19 impacts.  
WDC Lead Jane Duncan says stakeholder input remains very important to the WDC establishment and the wider RoVE programme. “As we move into a new era of vocational education and training, the spirit of collaboration that underpins the reform will be more important than ever, particularly in the wake of COVID-19. The new system will be focused on supporting learners, employers, providers, industry and regions.
“Stakeholder voices remain integral and valuable to the work we are doing. The wider RoVE programme will continue to work closely with industry, partners, employers, Māori, iwi, education and training organisations, peak bodies, learners and unions – among many others – to work through challenges and opportunities.”
As part of the new system, WDCs will work collaboratively with providers and Te Taumata Aronui, as well as Regional Skills Leadership Groups (RSLGs) and Centres of Vocational Excellence (CoVEs), when they are established, to fulfil the longstanding objective of the reform. This is to create a strong, sustainable, unified vocational education system capable of delivering the skills that employers, learners and communities need to thrive.
More information about other trades training initiatives will be made available through the RoVE Newsletter.

MIL OSI