We present the 'Sector Voice' report, as a part of the Workforce Development Plan, which highlights the main challenges and opportunities in the Construction & Infrastructure: Services sector. Our aim is to provide valuable insights through conducting an overview of the sector and performing a thematic analysis of experiences and perspectives shared by sector representatives on workforce, training, education, diversity, and inclusion. Additionally, we outline subsequent actions that need to be taken.

Our primary goal with this report is to aid Waihanga Ara Rau, sector groups, and Government bodies in their future planning endeavours. Together, we aim to enhance the vocational education system and effectively meet the needs of the Construction & Infrastructure: Services sector.

THE SECTOR AT A GLANCE

• The Construction & Infrastructure: Services sector encompasses various fields like quantity surveying, project management, architectural technology and design, asset management, surveying, building information modelling, procurement, and engineering. In 2022, it contributed 7% to New Zealand's economy in terms of Gross Domestic Product (GDP) and employed 56,718 people, primarily located in Auckland due to its large population, followed by Canterbury and Wellington.¹

• In 2018, the sector experienced an increase in the attraction of younger people compared to 2013, with a 1.4% growth in 15–24-year-olds and an 8.2% increase in 20-24-year-olds. However, they only comprised 9.6% of the workforce. Furthermore, the employment of individuals aged 65 years and older increased by 6.1% in 2018, partially reflecting a trend consistent with the overall workforce, where New Zealanders are continuing to work into their retirement years.²

• During the same period, the proportion of employees with European ethnicity dropped from 86% to 81% in 2013. The most common trade within the sector was Design, Engineering, and Science Professionals, followed by Engineering, ICT, and Science Technicians, and Specialist Managers.³ 

• In 2022, Government incentives, such as The Apprenticeship Boost and Fees Free, effectively supported 6385 learners, with 95.4% enrolled predominantly in formal work-based learning.⁴

• Mega trends such as climate change, sustainability, technology, and diversity are shaping the sector’s trajectory. While the sector utilises technological advancements and tools to manage and meet the growing requirements and challenges, shortages of skilled professionals could hinder the sector’s effectiveness.

• Although the sector has experienced some growth in becoming more ethnically diverse, it still only comprises 6.2% Māori and 2.5% Pacific Peoples of the total workforce.⁵  

• The sector follows safety, quality, and industry best practice policies and regulations. These cover workplace safety, licensing, consent procedures, and environmental considerations. Key examples are the Building Act 2004, Resource Management Act (RMA), Building Code, and immigration policies. Staying informed and updating the workforce ensures safety and productivity.

We conducted a qualitative research study to explore the challenges and opportunities in the Construction and Infrastructure: Services sector. We conducted semi-structured interviews with members of the Strategic Reference Group, sector associations, and business owners in fields like project management, architectural design and technology, asset management, surveying, and engineering. These individual virtual interviews took place between October and November 2022, with each interview lasting 30-45 minutes. The focus of these interviews was to gain insights and perspectives on workforce challenges, training and education, diversity and inclusion within the sector. Prior to the interviews, we provided sector representatives with the interview questions to ensure they were well-prepared.

In addition to the interviews, we included information from previous engagements between Waihanga Ara Rau and the sector, as well as Strategic Reference Group discussions, to capture collective perspectives.

We used thematic analysis to analyse the qualitative data obtained from interviews and group discussions. We transcribed, coded, and organised the data into themes to identify recurring patterns, challenges, and opportunities within the sector.
Throughout the study, we followed ethical considerations, including obtaining informed consent from all sector representatives and ensuring confidentiality of their responses.

However, we acknowledge the study's limitations, particularly the lack of diverse sector representatives, such as Māori and Pacific Peoples. Nevertheless, the research findings will inform the Workforce Development Plan and guide the recommendations within it, providing valuable advice to the Tertiary Education Commission (TEC).