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Training and Education Gaps


According to sector representatives, the joint Australia and New Zealand common standard for architectural degrees facilitated easier skills and resource movement. However, consistent support for architectural technologists was lacking, and there was no common standard or accreditation programmes.

To address the skills gap, representatives highlighted the need for more sector-aligned architectural technologist positions, focusing on technology and detailing issues. Te Pūkenga's practical focus was admired for its appeal to employers.

Limited opportunities beyond diplomas necessitated access to higher degrees and professional learning. In the North Island, limited access to architectural design master's programmes created barriers, particularly for women and individuals from smaller centers or the South Island.

Representatives saw potential in vocational pathways and workplace training schemes to bridge the gap between diploma and degree qualifications. Micro-credentialing in qualifications and standards was considered beneficial and could be fostered through partnerships with the sector, training providers, and Iwi.

The sector required a pathway for university-trained graduates to complement their education with relevant vocational options, as the previous system emphasised trade qualifications and vocational training.

Representatives stressed the importance of diverse skills for adaptability in the rapidly evolving sector. Formal ongoing training and support for new graduates were essential and supported by employers and sector organisations.

To attract diverse talent, the sector should promote a wide range of skills beyond technical expertise. While online self-learning modules and customised training were effective, higher-level learning needed more focus.

Challenges included technology-skilled graduates lacking consulting skills and inconsistency in training and support for career development, especially for SMEs.

Improving educational programmes was urged to address training gaps in various roles, including project management and STEM subjects, where challenges in specific training and student attraction existed.

Concerns were raised about architectural technologists lacking common standards and accreditation, necessitating comprehensive training efforts beyond on-the-job training, including educational institutions.

Representatives stressed the importance of improved training in consulting skills, career guidance, soft skills, and cultural competency. Strengthening partnerships with Māori and indigenous communities was seen to enhance collaboration on projects.

"I'm worried about the drop-off from secondary school to services trades. Why didn't they consider design? Our system lacks support. We need to act. "

"Many students who pursue degrees like architecture or engineering may not be fully prepared to work in the industry upon graduation. It's essential for universities to reconsider their role in providing vocational training that equips graduates with real-world skills."

"There’s a significant gap in project management training and accreditation. Currently, there seems to be no specific pathway for individuals aspiring to become project managers."

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