NZ Assn. of Private Education Providers

  • Brian Donnelly

Thank you for the invitation to meet and talk with you this morning.

I have had the opportunity to visit several PTEs this year, and I have always received a warm

This morning I wanted to talk about the tertiary education review, and also where the review of the
National Qualifications Framework and Employment Strategy fit in, especially for private education
providers such as yourselves.

The tertiary sector has undergone a great deal of reform over recent years.

There has been quite significant growth in the number of providers and qualifications, which has
lead to more and more people undertaking tertiary education and training.

Future challenges point to the need for increased responsiveness, innovation, adaptability and

The main challenge for the Government is how to achieve these improvements within current
resourcing for tertiary education.

That doesn't mean that Government funding for tertiary education will never rise.

But it is a recognition that funding is not limitless.

Also, if we get the system right for the next 20 years or so, we will be able to cope with the
pressures over that time and still have a durable tertiary education system at the end.

There are some important trends and influences that will shape future tertiary education and the
demands made of it, including continuing growth in participation, the development of information
technology, and an increasing international focus.

The success of tertiary providers will depend on how responsive they are to the needs of students,
employers and society at large, and on the quality of their overall strategies and management

The Government has identified four goals in setting directions and priorities for the future.

The first one is to increase the opportunities for participation.

Since the last decades of last century New Zealand has seen the universalisation of, first, primary
and then secondary education.

We are now starting to see the universalisation of tertiary education to the extent that we now have
one of the higher participation rates in the OECD.

School leavers must have every opportunity to continue into tertiary education.

Opportunities must also continue to be available for people to return to tertiary education later in
life, so that they can to enhance their skills and knowledge.

We need to provide for people who have developed a culture of lifetime learning.

Secondly, higher levels of tertiary participation and achievement among traditionally
under-represented groups, particularly M