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Hīnātore: Upskilling Māori and Pacific workplace learners research project investigated the development of employees who undertook literacy and numeracy programmes in their workplaces, during work time. This paper describes the findings from the project in relation to the processes used in the programmes and outcomes for these employees in eight workplaces. It describes ako (teaching and learning processes); mahi (work), how workplaces support learning and employees’ changed ways of working after a programme; and how learning is taken into and contributes to whānau/aiga (family) lives.

The world of professional practice, and hence of professional practice qualifications, is informed by a range of core exploratory theories: transformational learning (Mezirow, 1991) and experiential learning theories (Kolb, 1984); and critical incident/event technique (Woolsey, 1986), which more recently morphed into an educational theory itself (Tripp, 1993). Famously Kolb wrote: "learning is the process whereby knowledge is created through the transformation of experience" (1984, p. 38). These approaches accord with epistemologies where 'knowing' or 'coming to know' comes from responding with initiative, innovativeness and resilience to moments or even extended periods of flux, uncertainty and the unforeseen. These are responses, characteristic of learners in professional learning settings, that I have elsewhere called "thinking on your feet" (Andrew & Razoumova, 2019). This paper brings together nine short narratives of learners on a Doctor of Professional Practice (DPP) programme sharing their dilemmas and 'work-arounds' or solutions. The study demonstrates the resilience that can result from concerted individual acts of reflection; and, on a collective level, illustrates the range of complex situations in which those on doctoral journeys can find themselves.

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This article is based on research undertaken for the Commonwealth of Learning on the combination of open and distance learning and vocational workplace-based learning in Aotearoa New Zealand (Alkema & Neal, 2020). Drawing on this research, my article describes workplace learning, considers three models of delivery, and assesses the value of these approaches to learners/trainees/apprentices, employers, and tertiary education providers. The findings and opinions expressed in this article are offered to inform views of on-job learning that the New Zealand Institute of Skills and Technology (NZIST) might consider as it broadens its scope of work to incorporate more vocational workplace-based learning. As the system proposed under the Reform of Vocational Education (Ministry of Education, n.d.) grows to incorporate its new acronyms-Workforce Development Councils (WDCs), Te Taumata Aronui, Regional Skills Leaderships Groups (RSLGs) and Centres of Vocational Excellence (CoVES)-it is imperative, not only that there is understanding of how this system functions at the strategic level, but also how it operates at the tactical, operational level. This means having a common understanding of vocational workplace learning, the models of operation that suit industry and employers, and approaches to learning (theoretical and practical) that suit trainees and apprentices. RESEARCH APPROACH The research, conducted in the first half of 2019, started with a rapid literature review followed by three explanatory case studies (Yin, 2014): the Open Polytechnic of New Zealand (OPNZ); Careerforce; and the Building and Construction Industry Training Organisation (BCITO). Given the Commonwealth of Learning's knowledge needs, a purposive sampling approach (Cohen, Manion, & Morrison, 2000; Bamberger, Rugh, & Mabry, 2006) was used in order to obtain three different approaches to workplace learning. Seventeen interviews were conducted, which included programme development managers, resource developers, workplace advisors, employers and learners/apprentices. In relation to the 10-Level New Zealand Qualifications Framework, the programmes of study investigated included a Level 5 qualification in adult tertiary teaching; a Level 4 qualification in carpentry; and Level 2 and 3 qualifications in health and wellbeing.