Wednesday, 1 September 2010

Long-term skill shortage

New Zealand recognises problem
Now it's official!

From the latest edition of New Zealand's Long Term Skill Shortage List (LTSSL) Biannual Review by the NZ government's  Department of Labour –

The LTSSL identifies those occupations where there is an absolute (sustained and ongoing) shortage of skilled workers both globally and throughout New Zealand. Migrants, who gain employment in one of the occupations identified, may be granted a work permit under the LTSSL Work to Residence Policy. Skilled migrants who have an offer of employment, work experience or qualifications identified on the LTSSL will gain bonus points towards their application for residence.


The following occupations will be added to the LTSSL:
  • Ship’s Officer
  • Ship’s Master
  • Forest Scientist
  • Conductor (Conductive Education Practitioner)*
  • Instruction Project Manager (Chip Sealing, Asphalt or other Technical Manager) (Roading and Infrastructure)*
  • Construction Project Manager (Roading and Infrastructure)*
  • Ship’s Engineer*
The asterisks indicate occupations that have been moved from the Department's short-term to its long-term list.

2 comments:

  1. I got a Google Alert for this too a few days ago. I did not have time to open it up but I saw that conductors where on the list of skilled workers needed.

    It made me think about what was happening in Germany several years ago when conductors were having difficulties getting new work permits or renewals. The official reason was that there are so many unemployed German physiotherapists and they should be employed instead of conductors to do the work that conductors had been doing.

    This alert indicates to me once again how well New Zealand has introduced conduction into the services provided for disabled people.

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  2. Yes (or maybe I should say 'Yiss'), the Kiwis have done quite extraordinarily well. My immediate response every time that I hear of their achievements is to wonder what CE in NZ does that many similar countries do not, till I check myself with the thought that such things are never that easy.

    What, I might then ask myself, is the subtle combination of forces that have allowed the history of NZ CE to proceed so far, on the way that it has taken. I am sure that people down there could offer some interesting formulations of what (even who) these forces might have been.

    Then, though, I come to the real check. Just say that we could identify this amazing collection of ingredients, capture it and bottle it, then export it home to where so many are struggling along the same sort of path... We all know what would happen as soon as the bottle were opened: the precious mixture would just not work in an alien social environment.

    It's that old, fundamental principle of comparative education, that an education system is valid only in the context of its own society. It does not transplant. It has to adapt, this way or that way.

    New Zealand looks to be wonderful example of adapting – and seemingly thriving. I should not perhaps be wondering about NZ CE as such but at the factors in NZ society that welcome and encourage adaptation. And I should not be looking for something similar in this country or that to fit with, but look upon what NZ has achieved as a spur and inspiration to show that it can be done, and find new, indigenous ways of doing it.

    Andrew.

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