‘Unapologetic’ focus on economic growth in new NZ strategy – Times Higher Education

Report on New Zealand’s Tertiary Education Strategy and Alignment with Sustainable Development Goals (SDGs)

Strategic Reorientation Towards Economic Growth and Innovation

A new tertiary education strategy has been introduced, representing a significant policy shift towards economic objectives. The strategy explicitly prioritizes economic growth, productivity, and innovation. This marks a departure from the previous government’s strategy, which was centered on learner accessibility and the elimination of systemic barriers such as racism and discrimination.

• The new policy’s focus on a “productive, future-focused economy” directly aligns with SDG 8 (Decent Work and Economic Growth), which aims to promote sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all.
• The emphasis on innovation and “bankable research” supports SDG 9 (Industry, Innovation, and Infrastructure) by encouraging the development of resilient infrastructure and fostering innovation.
• In contrast, the former strategy’s focus on “barrier-free access” and combating discrimination strongly resonated with SDG 10 (Reduced Inequalities) and SDG 4 (Quality Education), particularly Target 4.5 concerning equal access to all levels of education for the vulnerable.

Analysis of Core Strategic Priorities

The strategy outlines five key priority areas. The leading priorities underscore the government’s focus on tangible economic and employment outcomes.

1. Achievement: This priority centers on skills and career development. It aligns with SDG 4, Target 4.4, which seeks to substantially increase the number of youth and adults with relevant skills for employment and entrepreneurship.
2. Economic Impact and Innovation: This directly supports SDG 8 and SDG 9 by linking tertiary education outcomes to national economic productivity and research capabilities that drive industrial progress.
3. Access and Participation: While retained as a priority, the focus has shifted. The government aims to improve outcomes for disadvantaged students, which remains crucial for SDG 10. However, the overall emphasis is now on results and employment rather than access as a primary goal.

Implementation Framework and Funding Allocation

The strategy will serve as the primary guide for resource allocation by the Tertiary Education Commission (TEC) for funding decisions from 2027 onwards. Tertiary providers seeking funding will be required to demonstrate alignment with the new priorities.

• Alignment with Labour Market Needs: This requirement reinforces the strategy’s connection to SDG 8, Target 8.6, which aims to reduce the proportion of youth not in employment, education, or training.
• Improving Outcomes for Disadvantaged Students: This addresses SDG 4, Target 4.5 and SDG 10, Target 10.3, ensuring that efforts towards quality education also promote equity and social inclusion.
• Strengthening Research and Industry Partnerships: This fosters collaboration essential for achieving SDG 9 and embodies the principles of SDG 17 (Partnerships for the Goals), which encourages multi-stakeholder partnerships to support the achievement of sustainable development.

Metrics and Accountability for SDG Targets

The strategy acknowledges the need to strengthen the metrics used to measure results. The proposed development of “distance travelled” measures, which capture individual progress relative to starting points, is particularly significant for evaluating progress on equity-focused SDGs.

• Such metrics are vital for accurately assessing contributions to SDG 4 and SDG 10, as they provide a more nuanced understanding of institutional impact on learners with lower prior achievement.
• Effective measurement is critical to ensure that the focus on economic outcomes does not inadvertently widen inequality, thereby undermining progress towards a more inclusive education system.

Analysis of SDGs, Targets, and Indicators in the Article

Sustainable Development Goals (SDGs)

The article on New Zealand’s new tertiary education strategy addresses or connects to the following SDGs:

1. SDG 4: Quality Education

   • The entire article is centered on a national strategy for tertiary education. It discusses priorities like “achievement,” “access and participation,” and improving “outcomes for disadvantaged students,” which are core components of ensuring inclusive and equitable quality education.

2. SDG 8: Decent Work and Economic Growth

   • The strategy’s primary focus is explicitly stated as contributing to “economic growth, productivity and innovation.” The article quotes the strategy document: “This strategy’s focus on economic growth is intentional and unapologetic.” It also emphasizes “employment outcomes” and “career development,” directly linking education to the goal of achieving full and productive employment.

3. SDG 9: Industry, Innovation, and Infrastructure

   • The strategy highlights “economic impact and innovation” as a lead priority, focusing on “bankable research.” Furthermore, it mandates that educational providers demonstrate how they are “strengthening research and industry partnerships” to secure funding, which aligns with the goal of fostering innovation.

4. SDG 10: Reduced Inequalities

   • The article mentions that the new strategy still includes “access and participation” as a priority and requires providers to show how they are “improving outcomes for disadvantaged students and trainees.” It also references the previous strategy’s focus on “barrier free access” and freedom from “racism, discrimination and bullying,” all of which are central to reducing inequalities.

Specific Targets

Based on the article’s content, the following specific SDG targets can be identified:

1. Target 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.

   • This target is relevant through the strategy’s continued, albeit de-emphasized, priority of “access and participation.” The requirement for providers to improve “outcomes for disadvantaged students” also directly supports the goal of equal access.

2. Target 4.4: Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.

   • This is a central theme of the new strategy. The article states the previous strategy “lacked sufficient emphasis on employment outcomes, career development and the skills and research capabilities needed for a productive, future-focused economy.” The new focus on “careers, skills,” and “alignment with labour market needs” directly addresses this target.

3. Target 8.2: Achieve higher levels of economic productivity through diversification, technological upgrading and innovation.

   • The strategy’s stated goal is to contribute to “economic growth, productivity and innovation.” The focus on “bankable research” and “strengthening research and industry partnerships” are mechanisms to achieve the technological upgrading and innovation mentioned in this target.

4. Target 9.5: Enhance scientific research, upgrade the technological capabilities of industrial sectors… encouraging innovation.

   • The article highlights that “economic impact and innovation” and “bankable research” are lead priorities. The expectation for tertiary institutions to strengthen “research and industry partnerships” is a direct effort to enhance scientific research and its application in industry, as outlined in this target.

5. Target 10.3: Ensure equal opportunity and reduce inequalities of outcome.

   • The article mentions a specific new metric to be used: “distance travelled” measures that “better capture the progress individuals make relative to their starting points…especially those with lower prior achievement.” This is a direct attempt to measure and reduce inequalities of outcome in education.

Indicators

The article mentions or implies several indicators that can be used to measure progress towards the identified targets:

1. Completion Rates

   • The article explicitly states that “completion rates must be fortified.” This is a direct quantitative indicator for measuring success in tertiary education, relevant to Target 4.3.

2. “Distance Travelled” Measures

   • This is a new, more nuanced indicator mentioned in the article. It aims to “better capture the progress individuals make relative to their starting points…especially those with lower prior achievement.” This serves as a qualitative and quantitative indicator for Target 10.3, measuring the reduction of inequalities in outcome.

3. Employment Outcomes

   • The new strategy is criticized for the previous one’s “lacked sufficient emphasis on employment outcomes.” This implies that employment rates and career progression of graduates will be key performance indicators for Target 4.4.

4. Alignment with Labour Market Needs

   • The article notes that providers seeking funding will need to demonstrate “alignment with labour market needs.” This can be measured by the number of courses developed in response to industry demand or the skills gap filled by graduates, serving as an indicator for Target 4.4.

5. Strength of Research and Industry Partnerships

   • Providers are expected to show how they are “strengthening research and industry partnerships.” The number of partnerships, joint projects, or amount of industry co-funding can serve as indicators for Target 9.5.

6. Improved Outcomes for Disadvantaged Students

   • This is mentioned as a requirement for funding. Indicators could include the enrollment, completion, and employment rates of students from disadvantaged backgrounds, which would measure progress towards Targets 4.3 and 10.3.

Summary Table of Findings

Source: timeshighereducation.com