Strong education and training systems are viewed as a route to increased labour market participation for groups who have traditionally been excluded from, or marginalised in, the labour market. Engagement in the labour force for such groups contributes to a better quality of life for the individual and has the added benefit of helping to address the demographic imperative to maximise the pool of available labour in the face of a shrinking workforce. However, while this emphasis on an increased role for the state in education and training is encouraging, commentators such as Stalker (2000) have questioned the ability of Third Way discourse to meet the unique needs of women, given the absence of explicit feminist dialogue in wider discussions on associated policy and practice. Informed by this critique, this article aims to evaluate changes in education and training policy and practice in New Zealand since 1999, in terms of the extent to which it does-or does not-enhance opportunities for women's participation in education and training. In doing so, the article will firstly examine how changes to the nature of work lead to the need for greater inclusion of marginalized groups. Second, the changes to education and training policy and practice to facilitate greater inclusion will be outlined. Third, a small case study will be provided that demonstrates how these changes and their implications for women have been recognized by a provider of traditional trades-based education and training.

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