If you are keen to understand what Food and Fibre CoVE delivered, you’ve come to the right place: project abstracts and outputs
Most of the Food and Fibre CoVE-funded projects included an applied research element. In some cases, the purpose of the research was to identify best practice based on international and domestic research to inform the design of a New Zealand equivalent model. In other cases, it was to study New Zealand instances of a particular phenomenon to understand the current state and identify key factors that either lead to or prevent that phenomenon occurring.
The abstracts have been sequenced where possible to keep papers on the same or a similar topic together.
The links for each research paper are embedded in underlined text.
Primary Industry Capability Alliance Research Index
PICA was founded in 2014 as a not-for-profit incorporated society and was voluntarily wound up on 30 June 2022. Under the brand GrowingNZ, PICA had created a website providing educator resources, event calendar, news and over 130 links to research papers. The index displays the title, author, publisher, year, country of origin, related sector, abstract, topics covered, and individual links to the listed report. Note that the links are external to Food and Fibre CoVE and, as those remote websites age, they will be more likely to return a ‘not found’ message. Unfortunately, this is beyond our control but we have kept the original entries in the dataset so you at least know a paper once existed on that topic.
Vocational Excellence Framework. Projects P002 and P004, Scarlatti Ltd, February 2022 and Project P043, Scarlatti Ltd, July 2025.
The Taking Stock (P004) project was a foundation project that identified what was good (and not so good) about VET in the food and fibre sector. However, to be able to compare the quality of VET, it was necessary to define what vocational excellence looked like. This was the scope of the Evaluation Framework (P002) foundation project. The result was a set of vocational excellence rubrics that continued to be refined and expanded as and when each project identified either a need for an existing rubric to be updated or for a new rubric to be created.
Following engagement with stakeholders early in 2024, Scarlatti was contracted to develop an interactive tool that would be both useful and user-friendly, to enable those involved in VET to self-evaluate against an objective framework, reflect systematically and make informed decisions. In doing so, the self-assessment tool would increase awareness of best practices and foster continuous improvement resulting in better VET provision leading to more effective skills development across the workforce. While more work is still required, the resulting system – ELEVATE – covers all but the most recent vocational excellence rubrics and has received wide acclaim.
Systems Approach to Micro-credentials. Project P008. Scarlatti, September 2022.
Industry stakeholders have long discussed the desire for a sector-wide badging system. This feedback has been consistently received by the Food and Fibre CoVE and reflected in discussions with stakeholders involved with the Systems Approach to Micro-credentials project (P008). Short, bite sized learning meets the needs of learners in the sector, who are time-poor, juggling learning alongside employment, family and the challenges of living rurally.
The report, Creating a Food and Fibre Badging System suggests that a carefully designed badging system should enable learners to gain recognition for the completion of module-sized learnings. Badges can be associated with micro-credentials that are awarded to learners promoting engagement, participation and achievement in both non-formal and formal learning.
21st Century Delivery and Assessment of Training in the Food and Fibre Sector in New Zealand.Project P031, KPMG, 2024.
Muka Tangata and Te Pūkenga identified the need to have programmes of study that are modern and relevant for the 21st Century. This project performed a critical assessment into delivery, assessment and Recognition of Prior Learning (RPL) methods, to determine if existing delivery, assessment and RPL methods still have currency and, if not, suggest alternative models. Secondary objectives included a review of current delivery, assessment methods and RPL with a desk top review of national and international literature regarding: Classroom based (including work integrated learning), work-based learning, and on-line learning. From these the study determined if they were still appropriate for the 21st Century, and/or if there were opportunities to improve on them to ensure they become appropriate for the 21st Century and meet identified industry and learner needs. A synopsis of, and reflections on, the final report was developed by Dr Nicky Murray (On Task Ltd) and Kathryn Koopmanschap (Boost Business Services) in October 2024.
Recognising Prior Learning (RPL) in New Zealand’s Food & Fibre Industry: Current State & Good Practices. Project P031f, RippleEd, September 2025.
To understand how RPL is currently used and perceived, in phase one of this project, insights were gathered through interviews with 30 individuals across the sector, including education providers, employers, iwi operated trusts, and others with strategic or operational roles. While the findings may not represent the entire national picture, strong patterns emerged that aligned with each other, with recent findings based on the 21st Century Delivery and Assessment Report (Food & Fibre CoVE, 2024) and with several international studies on RPL. As well as exploring the current status of RPL in New Zealand in the Food & Fibre sector, international studies and good practices were reviewed against the Vocational Excellence RPL Rubric developed in Phase 2 of this study to determine potential next steps for this project.
Phase two of this project builds on the current state and good practices research completed in May 2025. Its objectives were to:
The final report, RPL Toolkit: Guidelines to support the implementation of RPL, was published in September 2025.
Literature Review of Co-lab Hubs. Project P016, Skills Consulting Group, February 2023.
Hubs are viewed as a successful model for connecting job seekers, and young people to employers and do lead to career opportunities. New Zealand Hubs are also closely connected to their local communities and reflect the culture and needs of the people and employers within their rohe. While case studies and examples abound, few examples exist of formal evaluations of Hubs and their success factors. The popularity of Hubs as a model for placing people into work alongside the anecdotal evidence would indicate that Hubs are a successful model – broadly speaking as a co-ordinating mechanism to promote transparency and a ‘shared mission’ across multiple providers. These commonalities should be included in the development of the operating model of any new Hub to help ensure their successful implementation. These factors are a mixture of findings from this international and domestic review.
A Futures Academy supporting Future Skills Needs in the Waikato. Project P028, Skills Consulting Group, November 2023.
This report provides a short summary of findings from a national and international environmental scan. It offered an evidential basis for the Waikato RSLG to consider when designing their own Futures Academy. It draws strongly from analysis undertaken for the Hawke’s Bay RSLG to inform the development of an education co-lab hub for their region. This report was made available for all RSLGs and organisations to help inform their thinking into the establishment of similar Hubs around the country.
Case study – Ngawha Innovation and Enterprise Park. Project P024, Skills Consulting Group, July 2024.
Food and Fibre CoVE knew from previous research that Parks or Hubs were a popular model for connecting job seekers and employers while providing opportunities for sskills development, business growth and supporting community cohesion. The Ngawha Park was chosen as a case study as it championed these values and sought to support its community through workforce development, education and training programmes, research and development and supports existing and emerging businesses to grow and prosper. The Park offers a unique operating model based strongly on shared values and vision. The report also includes an addendum to the original case study, which was undertaken to understand the Park’s progress as it entered the next stage of development and establishment, including new initiatives underway, any changes implemented, success and growth, any challenges encountered, and lessons learned.
Non-formal and Informal Learning in the Food and Fibre Sector: Market research report. Project P021, Scarlatti Ltd. August 2023.
The purpose of the non-formal and informal learning project was to evaluate the opportunity to better integrate the non-formal, informal and formal learning systems, and to identify potential solutions either for integration, or to better recognise skills gained through non-formal and informal learning.
A desk research phase was completed in early May 2023, the findings of which have informed the development of the market research phase. This report presents the findings of this work, and answers the following questions:
Training and Career Framework. Project P013, Scarlatti Ltd. July 2023
The primary objective of the Training and Careers Pathways project was to explore the meaning, definition and exemplars of vocational pathways. In particular, the project sought to address the following research questions:
The outputs included:
A New Approach to Learner Pathways (Skills Framework). Project P032. K. Koopmanschap and N. Murray, March 2024.
This project built on the Training and Career Framework with a deep dive into the optimum level of flexibility and transferability of skills across the industries within the food and fibre sector. A skills-first approach means that businesses get employees with the right skills and competencies for a particular role, rather than getting someone with a particular qualification or job title. The benefits of this approach include unlocking hidden talent pools, increasing productivity, supporting talent mobility and redeployment, and promoting diversity, equity and inclusion.
Supplementary papers include:
Learner Voices in the Primary Industries. Project P031i, A. Alkema, July 2024.
This research explores the knowledge and skills learners are getting through their qualifications. It complements A New Approach to Learner Pathways so qualifications can be “more responsive to diverse needs – of employers, ākonga, and iwi and hapū Māori”. The draft Skills Framework simplified the “qualification structure … that maximises flexibility and transferability, while remaining meaningful to industry and allowing opportunities for specialisms” but learners were not included in that development. This research used the skill classifications of the draft framework to explore learners’ views on the extent to which the qualifications they are studying for provided them with: a) the knowledge and skills they are getting and the transferability of these, b) content relevant to their working (or intended working) situation, and c) flexibility in the qualification and its content.
A slideshow presentation on learner voices was also produced.
The Food and Fibre Skills Framework – Core Transferable Skills: Skill descriptions, reflection scenarios, and resource links. Project P032d, K. Koopmanschap, N. Murray. HTK Group. December. 2024
This paper provides further detail to articulate examples of the skills within the Core Transferable component of the Food and Fibre Skills Framework. The aim of providing these examples, is for the Skills Framework to be able to be used by the industry – individuals working in it, employers, and educators. It provides an approach that can be contextualised for any organisation, providing a common foundation to build the skills the industry needs to develop an engaged, effective and empowered workforce.
Case Study: A Skills-first Career Mapping Approach. Project P032e, K. Koopmanschap, February 2025.
This case study explores the integration of the Skills Framework to highlight career pathways within the food and fibre sector. Initiated by Muka Tangata, this project involved collaboration with industry experts to develop industry-specific career pathway maps and adopt a skills-first approach to workforce attraction and retention. The methodology incorporates industry roles, skills data, the Skills Framework, and skill clusters. To validate the approach, interactive online sessions were conducted, which refined the mapping of roles and skills into cohesive clusters. The data collected from these sessions were analysed using Power BI to create a comprehensive ‘Careers Dashboard’.
Appreciating and Supporting Neurodiversity. Project P042, Stuart Martin, Skills Group. November 2024.
Jointly funded by Food and Fibre CoVE and Construction and Infrastructure CoVE, this report explores methods to support both neurodiverse people and those supporting those with neurodiversity. While it doesn’t explore and provide focused elements for every condition under the neurodiversity umbrella, it is focused on support that can be used for most, if not all areas under the umbrella.
Gamification, Extended Reality, and Artificial Intelligence in Education: A Review of Practices and Considerations for the NZ Food and Fibre Sector. Project P029a, D. Penney, T. Eparaima, Skills Group. November 2023.
Gamification, Extended reality, and Artificial intelligence have been identified as three technologies of interest to the Food and Fibre sector due to their emerging, or apparent, relevance to educational environments. Food and Fibre sector stakeholders hypothesise that these technologies, when used as training and education tools, could lead to improved education system and industry productivity; better educational engagement and motivation; better health and safety outcomes; greater employee competency; and contribute to increased attraction and retention for the sector, compared to Vocational Education and Training (VET) which doesn’t employ these technologies.
This paper explores the effectiveness and practicality of these technologies within education environments, specifically vocational education environments. The purpose of this being to identify the relevance of these technologies and discuss what should be considered if any were to be implemented in the New Zealand Food and Fibre sector. To do this, this paper reviews relevant information about these technologies and presents examples of where this technology is currently being used for educational purposes both in Aotearoa New Zealand and around the world. It will also consider the future of this technology in education and training and any implications for the Food and Fibre sector.
Digital Assessment Solutions. Project P031c (Scarlatti Ltd), P031d (Fruition Horticulture), P031e (Primary ITO), August 2025.
Advancements in technology present new opportunities for enhancing assessment practices. Many organisations in New Zealand are actively exploring this area, and changes are occurring rapidly. This project examined how technology could be effectively utilised to create assessments that are accessible and meaningful for both learners and providers, while also meeting moderation requirements.
Throughout 2025, Scarlatti piloted an Artificial Intelligence (AI) agent for oral assessment in vocational education and training. The pilot showed that oral AI agents have real potential, not only as a cost-effective alternative to one-on-one tutor-led verbal assessments, but also as a more engaging option than traditional written assessments. Alongside the pilots, the project generated valuable insights and practical resources on how AI could be used for assessment and delivery, including:
As a collaboration between all three suppliers (with each supplier leading the activity for their specific sub-project) the following series of articles were produced:
Horticulture NZ Leadership Programme. Project P037, Scarlatti Ltd, March 2024.
Prior to the project, Horticulture NZ identified internal challenges and opportunities that drove the need for this review of the Programme. These included a disconnect between the historic intent of the programme (i.e., a programme focused on all growers) and the recent cohorts which attracted many individuals in packing and corporate positions, but few self-employed growers.
Other concerns related to the effectiveness of the current leadership programme across the industry, impact on professionalisation of the workforce, alignment with the principles-centred leadership model developed for the food and fibre sector. There was a perceived opportunity in capturing and benchmarking value through qualifications and credentials, which could also increase the sustainability of the programme. The objective of the research was to bring existing data (i.e., existing information) and new data (i.e., from new research) together to inform the creation and pilot of a revised and fit for purpose horticulture strategic leadership programme.
The State of Leader Development in New Zealand’s Food and Fibre Sector. Project P020, C. Parsons, E. J. Nelson. Rural Leaders. February 2023. ISBN 978-0-473-67352-9.
There are various leadership programmes across the food and fibre sector, targeted at varying leadership levels. While many of these programmes are rated highly by sector leaders, the majority of staff within the sector are not accessing leadership training, and for those that do, the leadership development pathways are often disjointed, and unclear. Further, many of the professional development programmes do not focus solely on leadership, and in some cases, leadership is only a very small component. This report examines the state of leadership development in the food and fibre sector.
A Principles-centred Leadership Model for Aotearoa New Zealand’s Food and Fibre Sector. Project P020, Parsons, E. J. Nelson. Rural Leaders. February 2023. ISBN 978-1-7385880-1-5.
This research report builds on the findings of the State of Leader Development report above and proposes a leadership model that will form the basis of the food and fibre sector’s leadership development ecosystem. It is based on a second round of field research conducted over the period, January to May 2023: which tested and refined the first report’s six provisional leadership principles, that were developed from a series of semi-structured interviews with 60 industry leaders.
The outcome of this report is a principles-centred leadership model. It is made of three core facets that powerfully combine to multiply the impact of each of the others. The model: 1) attunes the practitioner to the food and fibre context, 2) centre’s leadership practice on three simple leadership principles, 3) draw’s the reader’s eye to three dimensions of leadership that need to be present if a leader is to truly lead. Leaders who truly lead unleash their potential and that of those around them to create exponential impact.
A Path to Realising Leadership Potential. Project P020, C. Parsons, E. J. Nelson, J Williams. Rural Leaders. February 2023. ISBN 978-1-7385880-2-2.
Leaders need the courage to challenge the status quo, and the humility to acknowledge that they can only do so because they stand on the shoulders of those ‘giants who have gone before’.
This research is a salute to those who have helped the sector reach this point and a humble further contribution to the field of leadership in Aotearoa New Zealand’s Food and Fibre sector. It draws on the views of hundreds from across the sector, Western research and practice, and the holistic concepts that enrich Te Ao Māori and Pacific cultures. It doesn’t pretend to be the last word on leadership—there is no such thing. At its heart, this work is about people.
Following on from the previous two studies above, this report is based on the principles-centred leadership model, this research then builds a framework for developing leadership and high-performance teams as the fundamental building blocks of the sector’s leadership development ecosystem.
This collection of research projects also resulted in the development of a powerful tool to support individuals across the sector: MyLead.co.nz
Food and Fibre Māori Leadership Development Framework. Project P041. Scarlatti, November 2024.
The objective of this two-part study was to develop a practical guide for a Food and Fibre Māori Leadership Development Framework for use in teaching and learning as well as in a field environment. The project defined a Food and Fibre Māori Leadership Development Framework where the underlying principles are based on the Western version of the Food and Fibre Leadership Framework but with a Māori lens to define the specific detail which may vary by Iwi or hapu. The base assumption was that the core elements of leadership (the ‘what’) will be consistent for both mainstream and Māori, but the ‘how’ will differ on a cultural basis whether for Māori (or any other ethnicity).
The first report, A Literature Review of Māori Leadership found that the concept of leadership varies notably between Western and Māori cultures, shaped by unique histories, beliefs, and behaviours. A wānanga was held to gather input from Māori leaders in the food and fibre sector, to inform the framework and toolkit. The second report, Māori Leadership Development Framework: Post Consultation captures the process, discussions, and insights from the wānanga.
In a parallel activity, Muka Tangata sponsored the development of the Tautoko Toolkit that guides participants through a programme that encourages personal reflection and collective learning through a Māori lens.
Māori Forestry Leadership VET Framework. Project P071, Tonkin + Taylor, June 2025.
Māori forestry is changing direction with substantial implications for vocational education and training (VET). Ngā Pou ā Tāne (NPAT), the national Māori Forestry Association, represents approximately 14,000 members, including Māori landowners and hapū/iwi, who have a vested interest in forestry. Earlier in 2025, Ngā Pou ā Tāne unveiled its first strategic plan, which outlined significant shifts in the Māori forestry sector. These changes are particularly relevant for VET, with substantial implications for forestry program content, learner outcomes, delivery methods, suitable providers, tutor expertise, in support of the new systems and processes necessary to support Māori forestry’s new direction. Māori leadership was viewed as a critical thread through these changes.
The primary objective for this project was to utilise the insights gained from desktop research and interviews of overseas indigenous nation representatives to enhance processes, systems, and programs that guide vocational education and training (VET) in leadership aligned with the new direction for Māori forestry. The project made a good start but funding constraints resulted in a reduced scope i.e. to publish the results of phase one: the findings from the desktop research and interviews. Of particular note in this report, is the determination of Māori Leadership Archetypes.
Aquaculture NZ Mentoring Programme Project P031h, Petersen Consulting
In 2023, Aquaculture New Zealand (AQNZ) commissioned Business and Economic Research Ltd to conduct a Workforce Perception Survey, leading to several recommendations. One key outcome was the formation of an advisory group comprising industry employers, which identified the retention of emerging leaders as a primary concern. To address this, the group is focused on identifying and providing suitable mentoring resources for these leaders. While the initiative primarily targets AQNZ’s emerging leaders, this project explores the potential applicability of the identified mentoring resources for emerging leaders across the broader food and fibre sector and reports on the process(es) used, options considered, trial results and findings, including opinions on the likely applicability of identified mentoring resources for other emerging leaders across the food and fibre sector (and beyond).
Attraction and Retention Research Programme. Project P015, Scarlatti, November 2023.
This programme was one of Food and Fibre CoVE’s foundation projects with the objective to increase attraction and retention rates and numbers learning food and fibre, from school to vocational education, to higher learning and to and in the workforce. Attraction was considered to have been reasonably well researched in the past, was generally understood with many attempts (some historic, some still in operation) to improve attraction rates. The question asked of this programme was “Why, with all of the activity which has taken place, have attraction rates not improved?” For retention, the nature of work across the Food and Fibre sector was recognised as highly variable: indoors or outdoors or a combination, working with animals or plants or both or marine-based, involving machinery and technology elements and basic animal or plant husbandry at one end of the spectrum and heavily science-based at the other. What was observed in many industries however, was almost bi-polar; some stay for a lifetime but many leave in the first 12 months. For retention, the question was “What are the factors which mostly impact retention rates within each job type and across the sector as a whole?”
The programme comprised four studies plus a synthesis report summarising the content of the previous four studies:
Retaining our People – Food and Fibre Retention Pilots. Project P047, PwC, May 2025.
Following the above foundation project into retention, two eight-week pilots of the Food and Fibre Employer Toolkit were run to either:
There are a diverse range of both work types and cultures across the food and fibre sector, and it was unlikely there would be one solution which is suitable for everybody. Of particular interest was what works best for Māori employees in the sector and the pilots looked for resolutions specific to this cohort, and to understand how they might be different to those resolutions which are more generally applicable to the working population.
The approach of this retention pilots project provided a platform to test an interactive employer toolkit on a range of topics to enable employers’ performance in the workplace for improved industry retention rates. Two reports were published:
Retention and VET Opportunities for Seasonal Workers. Project P054, Scarlatti Ltd. February 2024.
The food and fibre sector has struggled for a long time with workforce shortages – both for its seasonal and non-seasonal workers. A potential approach to address non-seasonal workforce shortages is to retain seasonal workers longer, by either:
This work explores how feasible these approaches are. The Integrated Data Infrastructure was used to understand the patterns of employment for different sectors and regions within the food and fibre workforce, as well as for the tourism and accommodation workforce (which also has significant seasonal work). Data was also collated about the attributes of the seasonal workforce to build an understanding of the people working in seasonal work and the opportunities for them to move into non-seasonal roles. The outcome was the development of three views: a profile of the seasonal workforce, opportunities to combine seasonal jobs across sectors, and a comparison of the size of the seasonal workforce against that of the non-seasonal workforce shortage (to see if the former could be used to address some of the latter).
Hawkes Bay Gateway Provision. Project P016, Skills Group, May 2023.
In late 2022, the Hawkes Bay Regional Skills Leadership Groups (RSLG) requested help from the CoVE to, among other things, identify the scope of pre-employment programmes available across the region. Skills Group sought data through an Official Information Act request with the result being a view of Gateway fund provision in Hawke’s Bay for the 2022 year to date and reported their findings.
Apprenticeships in the Food and Fibre Sector. Project P014, Skills Group. April 2023.
Muka Tangata expressed their desire to carry out a research project to ensure that the future shape of NZ Apprenticeships (NZAs) for Food and Fibre are well informed and thus well designed from levels 1-4. This project reviewed the demand for an earn-as-you-learn model, defined the structure and characteristics of an apprenticeship within the FF Sector, evaluated the quality and content of what is offered, examined funding models, evaluated pastoral care, embedded mātauranga Māori and suggests alternative apprenticeship model(s). This project also considered the possibilities of a generic food and fibre apprenticeship and what that could look like.
Growing Future Horticulturalists Internship Programme. Project P045, Petersen Consulting. September 2024.
Growing Future Horticulturalists is a pilot internship programme launched in December 2023, targeting Hawke’s Bay secondary school students in years 11-13. Sponsored by Mr Apple, the Hawke’s Bay Fruitgrowers’ Association, and Sow the Seed (Agricultural and Horticultural Science Advisory programme), in collaboration with the Horticulture and Agriculture Teachers Association (HATA), the programme aims to provide students with valuable exposure to the horticulture industry.
This evaluation assessed the programme’s impact on students’ career paths and offers insights for other New Zealand food and fibre sectors in developing similar initiatives. The goal of the programme is to enhance employment opportunities for school leavers and generate interest in primary industry careers. The evaluation utilised the Food and Fibre CoVE Vocational Excellence Rubrics (2024), which provide criteria for the food and fibre sector to measure vocational excellence against. The rubrics ensured a structured and reliable assessment of the programme’s effectiveness, guided the identification of programme structures and processes that effectively support interns in their learning and career pathway choices, and highlighted examples of good practice within the proposed programme model.
Dr Petersen also developed a Good Practice Guide and Resource Kit for those involved in internship programmes: students and interns, schools, programme coordinators and mentors, and organisations (see the following item for the abstract on this initiative).
Growing our Future: Resource Kit to run Internship Programmes. Project P045a, Peterson Consulting, May 2025.
The Good Practice Guide and the accompanying Resource Kit were developed as a follow-on from the Growing Future Horticulturalists (GFH) evaluation completed in September 2024. Based on that study, new tools were developed and existing ones adapted using a principles-based approach to support broader application across internship programmes in New Zealand’s food and fibre sectors. An environmental scan and sector consultation helped identify and refine a set of practical, field-tested resources, resulting in a flexible toolkit designed to support quality internship delivery, coordination, and mentoring.
The purpose of the Guide is to ensure the consistent and effective application of resources across internship programmes. By aligning these resources with core principles guiding internships (Skills Consulting Group, 2023), they promote high-quality processes and practices that maximise the learning experience for interns, enhance their contribution to the workplace, and address the goals of employers and industries. By integrating these principles into the resources and actively applying them, internship programmes can ensure consistent, high-quality practices. Effectively using these resources supports impactful learning experiences for interns while also contributing to workforce development needs.
Social Return on Investment Evaluations on Food and Fibre Work-based Learning Programmes. Project P052, Allen + Clarke, Infometrics. February 2025.
Aotearoa New Zealand has a range of food and fibre work-based learning programmes, which aim to equip young people (programme participants) with the necessary skills and connect them with their chosen field, and develop work-ready trainees for the sectors involved. Food and Fibre CoVE commissioned the report and were supported by the Ministry for Primary Industries (MPI) to undertake a Social Return on Investment (SROI) evaluation to measure the impact of five work-based food and fibre learning programmes against four key evaluation questions:
Te Hiku Group Employment Programme (Tupu) Case Study. Project P006, Skills Group. September 2022.
As a result of almost a decade of significant research, trials and learnings, Te Hiku o Te Ika Iwi Development Trust has initiated a new and disruptive pilot, Tupu, to trial a local workforce development solution for the horticulture industry. The Tupu programme is a collaborative approach that is learner and industry-led, locally designed and delivered, regionally supported and centrally enabled. The programme’s key differentiation from other traditional group training schemes are the Iwi-Crown partnership, the cross-government and broader stakeholder collaboration, a Kaupapa Māori approach, and providing a holistic, supported network of cultural and pastoral care.
The Tupu programme is a ‘learn as you earn’ model and the first group employment scheme in Te Hiku and the horticulture industry in Aotearoa. Tupu aims to address the paradox between the large pool of unemployed and underutilised, with the high demand locally for reliable, resilient and skilled employees. This is a key driver of the Tupu programme.
This report describes the whakapapa of the Tupu programme, the approach, and the learnings, throughout the first year of a two-year incubation period. In addition, a summary and recommendations for further iteration for the maturity and sustainability of the programme are provided.
Farm4Life – inspiring a new generation and making farming attractive. Project P012, Skills Group. September 2022.
Farm 4 Life is a visionary online education platform created by Tangaroa Walker that showcases farming, in particular dairy farming, to people who might otherwise not consider a farming career or who are employed on a farm and are looking to upskill or reskill. By leveraging digital technology and engaging viewers with free, modern, and entertaining content, Farm 4 Life is reaching tens of thousands of people within New Zealand and around the world. In doing so, Tangaroa is inspiring a new generation of farmers and portraying farming as an attractive career option.
This report looks at how Farm 4 Life is achieving its vision and how learners, employers, and the wider education system can benefit by engaging with the programme. It also considers elements of Farm 4 Life’s delivery model against the Food and Fibre Vocational Excellence Framework.
Secondary School Pathways and Transitions to VET and Employment. Project P027, J. Williams, A. Graves. Skills Group. October 2024.
This project was commissioned to understand and seek evidence of the effectiveness of the ‘ecosystem’ between secondary school and the food and fibre sector. An interim report incorporating the results of the data enquiry was published in March 2024. It found significant evidence of effectiveness of secondary-tertiary interface programmes, particularly Trades Academies. It found that young people completing a food and fibre secondary-tertiary programme were more likely to enter the food and fibre industry, more likely to stay in the industry, and to earn higher incomes over time.
The final report, based on the data enquiry evidence and findings, takes a future focussed look at opportunities and how current policy and operational settings could be more effectively applied at the secondary-to-tertiary and secondary-to-employment interfaces from the perspective of effective pathways and successful practices, and in the context of the VET system reforms. The research captures six case studies demonstrating where innovative approaches were taking place within the current policy settings: Bay of Plenty Futures Academy, Feilding High School, Primary ITO Trades Academy, Manurewa High School, The BUSY School Auckland and Pukekohe High School. provides the part of the research programme: an environmental scan policy analysis of the current school to industry interface. In other words, a focus on system-level enablers and constraints that make up the stewardship and operating environment of the school to work ecosystem.
NextGen Diary Farmers Pilot Programme: Evaluation Report. Projects P061, P062, P063). Scarlatti Ltd, July 2025.
The Next Generation Dairy Farmers Pilot Programme (NextGen) was an industry-led, co-funded initiative designed to support Year 12 and 13 secondary school leavers into employment in the dairy industry. The first pilot of NextGen supported four school leavers in Canterbury to complete the programme from December 2024 to June 2025. It consisted of the following key components: taster days and recruitment, application and screening, three-week pre-employment training, six-month farm placement with weekly training days, and ongoing pastoral care from a Learning Advisor.
The evaluation of the NextGen pilot used a mixed-method approach (surveys, interviews, and financial modelling) to assess both participant outcomes and the programme’s longer‑term sustainability.
Fairlight Foundation Internship Programme Impact Evaluation. Project P056, Petersen Consulting. May 2025.
Established in 2020, the Fairlight Foundation internship programme initially focused on practical on-farm skill development but has since evolved to place greater emphasis on professional growth and leadership development. Now specifically designed to support women in building the skills, confidence, and experience needed for leadership positions, the programme aims to develop proficient professionals who can serve as resilient leaders, role models, and mentors, contributing to the advancement of the food and fibre sector. Driven by the need to address the underrepresentation of women in management roles within agriculture, the programme is committed to empowering women and shaping the future of the industry. Designed for women aged 21 and over who have completed an appropriate agriculture-related qualification, the internship receives between 12 and 25 applications annually, selecting three interns each year. Now in its fourth year, the Fairlight Foundation sought to evaluate the programme’s impact on interns, its sustainability, and its potential for replication in other food and fibre sectors.
Accelerating Pathways for Rural Women – a two-part study
Underutilised Cohort Market Analysis. Project P036. Scarlatti Ltd, November 2024.
This research explores the opportunity to better engage rural women in the food and fibre sector workforce who are not currently working full-time. There are approximately 15,200 rural women across New Zealand who align with the target cohort for this work. A sample of these women were surveyed and found to be generally very talented, skilled and experienced in a range of disciplines, however, face barriers that prevent them from engaging in the food and fibre sector workforce. A series of follow-up interviews with rural women using a similar line of questioning was used to test the survey findings.
Supporting underutilised rural women into the food and fibre sector workforce. Project P036b, Scarlatti Ltd. May 2024.
Following a small-scale study (funded by Ministry of Primary Industries) exploring the opportunity to formally recognise the skills and knowledge rural women have acquired informally living on-farm with their farming spouse, Scarlatti was contracted to undertake a two-part analysis to explore this opportunity further starting with a market size analysis, followed by a piece of market research to test the value proposition of programmes that formally recognise the skills rural women have developed. This report presents the findings from the market research analysis.
Supporting rural women into the food and fibre sector workforce. Project P036c, Scarlatti Ltd. November 2024.
The second part of this analysis surveyed a sample of rural women and found them to be generally very talented, skilled and experienced in a range of disciplines. However, they also face barriers that prevent them from engaging in the food and fibre sector workforce. These barriers included being time-poor, childcare, geographical isolation, misunderstandings and a lack of confidence in their abilities. We delivered a series of follow-up interviews with rural women using a similar line of questioning to test the survey findings. The objectives of the interviews, along with the associated findings, are presented in the report.
Agribusiness in Schools Evaluation. Project P053, Scarlatti Ltd. February 2025.
The Agribusiness in Schools (AIS) programme began in 2014 at St Paul’s Collegiate in Waikato, primarily supported by parents and key industry stakeholders who observed a lack of career pathways into agriculture. In 2017, the programme was piloted with a select cohort of schools. Since then, it has seen 187 schools teaching at least one agribusiness achievement standard, and just over 16,000 students studying agribusiness. The number of schools participating each year has also increased, from approximately 55 in 2018 to 111 in 2023. This study evaluates the programme’s success using quantitative methods and data from Stats NZ’s Integrated Data Infrastructure (IDI), along with qualitative insights drawn from interviews with key stakeholders associated with Agribusiness In Schools (AIS). The evaluation involved a two-stage process:
House of Science Learner and Teacher Narratives. Project P026, Petersen Consulting, October 2023.
House of Science is dedicated to promoting scientific literacy among New Zealand’s youth. Recognising the pivotal role educators play in this vision, it has been actively enhancing teacher confidence in teaching science through professional development initiatives and by providing comprehensive science resource kits (kits). These kits are crafted to offer students engaging and interactive science lessons.
This report, adopting a case study methodology, examines the impacts of these kits on students’ educational experiences. It explores the influence of the kits on students’ decisions to continue with science subjects as they transition from primary to secondary school and their inclination towards considering a career in a science-related field. Additionally, the study also examined the effects of these kits on increasing teachers’ confidence and skill sets, especially in handling student inquiries effectively and stimulating scientific discussions.
Akongoue Pasifika Horticulture Programme Evaluation. Project P017, Scarlatti Ltd. March 2023.
A collaboration between the Tongan Youth Trust, the New Zealand Sports Turf Institute, the Ministry of Business, Innovation and Employment and the Ministry for Primary Industries, the Akongoue Pasifika Horticulture Programme currently runs across seven secondary schools in Auckland with high engagement among the Tongan community. With a strong pastoral care element and a vision to guide learners through a career in horticulture, the Food and Fibre CoVE, along with the Ministry of Education and the Ministry of Business, Innovation, and Employment co-funded an evaluation of the programme. The project measured the impact of the programme on its participants, their communities and stakeholders, to ascertain its viability to continue running in the medium term.
STEM Year 7 and 8. Project P007, J. Penn. Verb Farms Ltd. March 2023.
The primary objective of the STEM Project was to engage and inspire students into roles in agriculture and technology, particularly Agritech with the creation of Agritech STEM kits to be used within the school curriculum. The target group is years 7 and 8 (11- and 12-year-olds) but the kits would be suitable for students from the age of 7 onwards. This report outlines the approach taken and the findings and propose a plan going forward.
Tīpene St Stephen’s School Proposed Education Model. Project P049, Edubased Solutions,. July 2025.
In August 2024, Edubased Solutions Ltd was contracted to carry out a pilot project with Tīpene St Stephen’s School (Tīpene) with the objective being to develop an appropriate education model which would integrate project-based learning for Tīpene students within the natural environment of the grounds, and in sync with the food and fibre industries. This first phase covered the curricula for Years 9 to 11 with later phases expected to address the following years in turn. Unfortunately, this project on top of the significant effort required of school staff to set up and deliver learning for Year 9 students, proved too much and the project was delayed to the point where it would not be possible to complete all of phase one before Food and Fibre CoVE’s operations ceased at the end of 2025.
However, one key deliverable – the bespoke (Tīpene) Education Model – was achieved. While this model was developed specifically with Tīpene in mind, the principles behind it are considered applicable to any secondary school seeking to integrate industry-related learning, especially for Māori students, into its curricula.
Case Study: Te Kawa a Tāne – Transforming Forestry Health and Safety. Project P066, T. Eparaima, Skills Group. February 2025.
The forestry sector plays a vital role in Te Tairāwhiti’s (the East Coast region) economy, employing approximately one in four people within the region. However, the industry has faced significant challenges over the past few years which have impacted worker safety and wellbeing, with Māori workers disproportionately represented in serious harm incidents and fatalities in the sector. This highlights the critical need to address how health and safety within forestry is approached. This case study examines how Te Kawa a Tāne alliance has developed and implemented its model, the challenges it has faced, and the impact it has had on worker safety and industry practices. It also explores the potential for this model to be adapted and implemented in other regions across New Zealand, contributing to broader improvements in forestry sector health and safety practices.
Cultivating Excellence: Arboriculture in New Zealand, a Case Study. Project P068, T. Eparaima, Skills Group, May 2025.
This case study was developed through consultation with industry professionals from across the arboriculture sector in New Zealand. The perspectives were shared by arborists, trainers, business owners, and industry representatives who have collectively provided an insightful view of the arboriculture sector in New Zealand. The arboriculture sector in New Zealand represents a specialised field focused on the care and maintenance of trees in urban and suburban environments. As cities expand and climate change initiatives promote increased tree planting, the demand for skilled arborists continues to grow. However, this essential industry faces some challenges in workforce development, training infrastructure, and professional recognition. This case study explores the current state of arboriculture in New Zealand, examining the industry’s structure, workforce needs, skill gaps, training pathways, and strategic opportunities for growth. By understanding these elements, stakeholders can better support the professionalisation of the industry, ensuring it meets the demands of a changing environment while providing sustainable career pathways for practitioners.
The Trainer and Assessor Landscape: Insights in Forestry and Wood Processing. Project P019, Research First. January 2024.
Prior to this research, potential issues have been identified across the forestry and wood processing industries related to capacity, quality, and succession of an aging trainer and assessor workforce. Much of the evidence is anecdotal; for example, in Education and Training Opportunities reports that Te Uru Rākau – New Zealand Forest Service and the Forestry and Wood Processing Workforce Council published in early 2022. Therefore, more robust data around the current state is needed before effective interventions can be designed. Te Uru Rākau – New Zealand Forest Service (TURNZFS) approached Food and Fibre CoVE to establish a project involving major employers, subcontractors and small businesses involved in forestry and wood processing, along with current trainers and assessors, to size the issue and investigate potential solutions to address it.
This report defined those issues and perceptions surrounding the current model for training and assessment to inform the future strategy of the industry.
RSE Workers’ Skills Recognition. Project P075, J. Williams, Skills Group, October 2025.
The aim of this project was to create and implement a skills recognition framework for Recognised Seasonal Employer (RSE) workers. The resulting framework is designed to be “circular,” meaning skills and qualifications earned through the RSE scheme will be recognised both in New Zealand and in workers’ home countries. Through the framework, workers will have opportunities to gain formal NZQA credentials and equivalent qualifications in their home nations, enhancing their career prospects and contributing to industry development in both New Zealand and their home country. The report proposes a comprehensive and interconnected solution that integrates seamlessly with the New Zealand Government’s RSE workers scheme and recommends:
Irrigation New Zealand Case Study: The Current Environment and Training Options. Project P046, T. Eparaima, D. Penney, Skills Group, November 2024.
Irrigation is vital to the horticulture, agriculture, and sports turf sectors as well as a range of other commercial applications. It significantly contributes to food security, enhances wellbeing, protects the environment, and stimulates economic growth. Irrigation New Zealand (IrrigationNZ) leads efforts within New Zealand to promote efficient and responsible water use, with its vision and activities being crucial to supporting sustainable practices in these industries. To help achieve this vision, IrrigationNZ also plays a role in promoting and supporting training and development within the irrigation industry. A skilled workforce is indispensable for the effective management and operation of irrigation systems, yet current skill gaps must be addressed to meet industry needs. Training is essential for workforce development, promoting employee growth and retention through vocational education, and ensuring informed decision-making in freshwater management. This report seeks to examine how the professionalisation of the industry would benefit businesses, employees and communities that depend on irrigation services.
An addendum (Irrigation New Zealand Case Study Addendum) was completed in April 2025 to showcase the work done on the qualifications by PrITO.
Dairy Exports Case Study. Project P074, Geoff Taylor, Skills Group, August 2025.
Anecdotally, dairy farmer investment in personal professional development, and/or the professional development and training of their staff, was believed to fluctuate as changes occur in export receipts; i.e., an increase in export receipts contributes to affordability of training, a decrease has the opposite effect. Similarly, the provision of required vocational education and training (VET) study programmes varied (but for different reasons including timing of courses, attaining critical mass for courses to be economic, etc.) What wasn’t known was the degree to which changes in export receipts for dairy farmers influence participation in VET across that industry.
This project investigated the hypothesis that fluctuations in export receipts within the dairy industry do influence the provision of VET with the objectives being to:
Raising aspirations – Alternative approaches to Food and Fibre sector investment in human capability. Project P057, Scarlatti, August 2025.
This exploration into funding options for vocational education and training in the food and fibre sector sought to help elevate the ambitions and expectations across all stakeholders, seeking a genuine opportunity on the type and level of change for five key beneficiaries:
The analysis sought to shed light on aspects such as:
Unfortunately funding constraints as the Food and Fibre CoVE approached the end of its five year life meant this project could not proceed beyond the creation (by Scarlatti) of an Excel-based Capability Model that demonstrated what could be achieved by way of informing funding decisions in the future. Detailed documentation is in the form of two slide decks: Training for Profitability, and Training for Earnings, and a supplementary note outlining the value-based approach to investment in training. Scarlatti is hopeful of securing additional funding from other sources to complete the project.
Industry-wide Training Levy (Project P072). PwC
The objective of this project was to understand the potential for an industry-based training levy in Aotearoa New Zealand (and specifically the food and fibre sector) and test the financial impact via cost versus benefits analyses of several differently structured industry training levies. The context arose from growing interest in alternative funding models for VET. This interest had grown in response to systemic challenges such as limited training uptake, inconsistent funding, and evolving government support structures. Internationally, sector-wide training levies have been used to address similar issues, prompting questions of whether a comparable mechanism could be suitable for New Zealand’s food and fibre industries.
The project comprised two stages: building an evidence basis and collaborating with stakeholders.
Research on Industry Training Levies: Part One. May 2025. This report outlines early-stage research and engagement activities and includes:
Research on Industry Training Levies: Part Two. June 2025. This report focuses on evaluating the feasibility and implications of different levy models through industry-level and business-level analysis. It includes:
Definitions. For the purpose of this appendix, the distinction between work-based learning and work-integrated learning is important and, for Food and Fibre CoVE projects, is as follows:
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[1] Atkinson, G. (2016). Work-based learning and work-integrated learning: Fostering engagement with employers. National Centre for Vocational Education Research. https://www.ncver.edu.au/research-and-statistics/publications/all-publications/work-based-learning-and-work-integrated-learning-fostering-engagement-with-employers and Zegwaard, K. E., Pretti, T. J., Rowe, A. D., & Ferns, S. J. (2023). The Routledge international handbook of work-integrated learning (3rd ed.). Routledge.
[2] UKSCQA. (2018). UK quality guide for higher education: Advice and guidance – work-based learning. UK Standing Committee for Quality Assessment. https://www.qaa.ac.uk/docs/qaa/quality-code/advice-and-guidance-work-based-learning.pdf
Capturing Māori lens to inform Work-based Food and Fibre Degree-Level Framework: Te Ara Whakapakari “The Pathway to Strength and Development”: DLF Te Ao Māori Engagement Framework. Project P018c, HTK Group, 2025
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The work-based Food and Fibre Degree-Level Framework was created by Food and Fibre CoVE to bridge the gap between formal education and real-world industry needs. While the initial focus was on improving technical skills and qualification pathways in the sector, it became clear that ensuring a strong Te Ao Māori perspective was essential for the framework to reflect the needs and aspirations of all learners. Many ākonga Māori are navigating systems that weren’t built for them. Too often, vocational programmes focus only on technical skills, leaving identity, tikanga, and whanaungatanga as afterthoughts. That’s a gap we can’t afford to ignore. Māori success isn’t just about academic outcomes — it’s about belonging, wellbeing, and purpose. And when those are in place, everyone benefits. Te Ara Whakapakari was developed to answer this challenge. The name itself speaks to strengthening, maturing, and becoming grounded. It’s not just about career progression – it’s about growing people who are connected to who they are, where they come from, and where they’re going.
Quality Host Employers: a good practice review. Project P038, Skills Group. June 2024.
A host employer in a group training model is an organisation that provides employment and on-the-job training to apprentices. The host employer’s role might involve providing work and practical on-the-job training to the apprentice in accordance with their training plan, offering a suitable work environment and appropriate supervision for the apprentice, releasing the apprentice from work to attend off-the-job training arranged by the group employer, undertaking workplace assessments and providing feedback on the apprentice’s performance to the group employer, contacting the group employer if there are any issues with the apprentice’s attendance or performance, etc. The host employer provides the day-to-day workplace and training environment for the apprentice, while the group employer is responsible for the overall management of the apprenticeship.
While the impact and characteristics of apprenticeships and group training are well understood, there has been less information and research done on the role of host employers within these models. This report seeks to identify examples of what makes a good host employer, and then how to support less capable employers to reach a quality standard. The outcome of which is a rubric that allows employers to self-assess their capability against set criteria, this in turn may aid in the promotion of host employers and increase the quality of host employers within New Zealand.
Dynamic Modular Learning in the Workplace. Project P079, George Angus Consulting, September 2025.
A central challenge in work-based learning is determining whether the delivery and assessment of learning can be effectively distributed between education providers and employers across a diverse range of programmes. The problem lies in ensuring that such shared responsibility does not compromise the consistency, comparability, and integrity of learning and assessment outcomes across different workplaces offering the same study programmes in New Zealand. This project sought to define the characteristics of a VET delivery and assessment model for learning in the workplace – based on the disaggregation of qualifications and credentials on the NZQCF (New Zealand Qualifications and Credentials Framework) into learning outcomes and elements of learning outcomes – that can then be reassembled into the optimum sequence of theory and practical modules for each unique provider/employer/learner combination. A determining principle was that, while the model needed to be flexible, adaptable, and responsive to the respective needs of the provider, employer, and learner, in every instance it would also need to meet the learning outcomes and required course content of the qualification or credential it was being applied to.
Work Integrated Learning. Project P009a and P009b, eCampus NZ, July and August 2022.
The primary objective for this project was to explore the potential for Work Integrated Learning model(s) to provide greater flexibility for learners and enable simplified access to vocational education. It comprised two pilots – the Digital Assessment Tool Pilot sought to recruit 12 employers to use a digital competency tool to deliver learning in the operation of selected farm vehicles, and the Freshwater Farm Plan Pilot which trialled an online evidence-based assessment process.
eCampus NZ was disestablished at the time the second pilot was finishing and a summary report covering both pilots was compiled by the CoVE for the Work Integrated Learning Working Group to consider.
Review of best practice in Regional Needs Analysis (International and National). Project P016, Skills Group, May 2023.
The Hawkes Bay Regional Skills Leadership Group, wanted to have a clear understanding of best to meet Hawkes Bay workforce needs through an effective operational plan. To achieve this, it needed a clear understanding of what the regional needs were and how an analysis of these might be approached. Food and Fibre CoVE agreed to fund a study on current local, national, and international best practice resources and advice. The information provided in this report can also be used to support similar actions being pursued by other RSLGs and other regions.
While this report was focused on the longer term strategic and system role of the Hawkes Bay RSLG, it also notes the influence of Cyclone Gabrielle on Hawkes Bay and the ongoing skills and labour requirements that will inevitably be required to support the rebuild. It provides an overview of workforce planning methodologies around the world, and the labour market interventions arising from them.
Māori Workforce Planning and Development. Project P033. HTK Group, July 2025.
Stakeholders in the above review of best practice in regional needs analysis noted that the resulting report overlooked the implications for Māori. This report responds to the region’s call for locally informed, culturally grounded frameworks that reflect both the social and economic value of Māori participation in the workforce and provides guidance against the following recommendations:
Post-harvest Analysis. Project P050, T Harkness, J Williams. Skills Group. December 2024.
At the time of this study, five Institutes of Technology and Polytechnics (ITPs), Primary ITO, and one Private Training Establishment (PTE) were accredited to deliver the New Zealand Diploma in Horticulture Production (Level 5). However, only EIT currently offered the ‘Post-Harvest’ strand, primarily for students in the apple industry and local packing operations in Hawkes Bay. This strand covers advanced post-harvest processes, including leadership, quality management, and technology-driven operations, which are relevant to a wide range of crops across New Zealand.
EIT was exploring the possibility of transitioning the programme to an online format, potentially with block courses. To support this transition and the wider professional development needs of the sector, Food and Fibre CoVE sponsored this study to assess workforce demand in post-harvest occupations. This involved reviewing the demand for the national diploma across different regions and crops, conducting a labour market analysis, and identifying potential industry partners interested in an online or block course delivery model with a view to developing a nationwide programme that attracts students from various crop industries and potentially expands into additional post-harvest courses, such as vegetables.
Wool Harvesting: Situational Analysis and Assessment. Project P011a and P011b, Skills Group. July 2022.
The New Zealand Shearing Contractors Association (NZSCA) delivered a pilot industry training model through its Trust, Kaiaka Wool Industry Training NZ. This was funded with a Provincial Growth Fund investment. NZSCA believed the model met the training requirements of the wool harvesting sector, and saw this success as an opportunity for the industry. NZSCA approached the Food and Fibre CoVE to explore the potential to develop the model into a long-term solution.
The purpose of this paper is to enable a clear and shared understanding of what an effective workforce development model looks like for the wool harvesting sector. This could form the basis of a model that the vocational education sector can adopt in the context of the current vocational reforms.
Residential and Group Training: Situational Analysis. Project P010, Skills Group, 2022.
This was Food and Fibre CoVE’s first exploration into residential and group training with a focus on historical activity, current innovations and delivery models. Its purpose was to explore the potential of a new service offering or model which incorporates aspects of residential and group training that might take the form of a pilot, or a model that the vocational education sector can adopt in the context of the current vocational reforms.
The report provides results and analysis of both international and national literature reviews, and stakeholder engagement to gather a range of perspectives on effective training models, past and present – a situational assessment. It is designed to provide the ‘state of play’ in terms of sector support, desired outcomes, and effective characteristics of residential and group training. It sets out a number of international and Aotearoa-based examples of both residential and group training models, followed by a thematic analysis of their benefits and effective characteristics.
Building talent through supported induction. Project P010, Skills Consulting Group, 2022.
This paper describes a potential new delivery model for vocational education delivery for the Food and Fibre sector. It sets out the elements of a model involving a sequenced combination of residential training and workplace learning, coordinated and supported through a group training arrangement.
The proposed model has been guided and inspired by a situational analysis of both traditional and innovative models of delivery occurring in Aotearoa New Zealand and beyond. The design features of the proposed model below draw on these insights to maximise the key benefits of residential and group training.
The goal of developing this ‘hybrid’ is to develop a systematic workforce development and talent pipeline for the benefit of industries within and across the Food and Fibre sector. It describes a potential pilot that could be established to test the model, including industry demand, sequencing, modes of delivery, and cost-effectiveness. While this proposed pilot is focused on foundation level delivery (NZQF Level 2) as a ‘supported induction’ to employment in the industry, the delivery model is extensible and could be expanded over time to offer a wider range of learning and professional development pathways in the industry.
