Education Strategy and Systems Design
Our work draws on more than 25 years of applied research, systems design and sector leadership across vocational education, workforce development and organisational capability.
We develop learning systems, quality assurance processes, qualifications, resources, strategies and frameworks that are evidence-informed and practical.
Our clients include tertiary education providers, industry associations, government agencies, unions, health providers, community organisations and training bodies.
Scroll down for selected examples of our work and strategic thinking, including published insights.
Assessment and quality assurance in work-based learning
Good Practice Guides for Skill Standards-based Qualifications
When systems change, people need more than a list of new requirements. They need to understand the principles and see examples of what good practice looks like.
Following the introduction of skill standards into New Zealand's national qualifications, we developed a Good Practice Toolkit of guides to support consistent, high-quality standards development, assessment and moderation.
From Compliance to Quality Improvement
Many organisations can develop policies and procedures. The harder part is ensuring they are understood and used consistently in practice.
We reviewed the implementation of quality systems across a newly registered tertiary education provider and identified opportunities to strengthen consistency, staff capability, learner support and evidence-informed decision-making.
Transforming the On-Job Assessment System in Building & Construction
How can workplace assessment be rigorous about standards and supportive of apprentices' learning?
This analysis of BCITO's assessment system explores how it uses naturally occurring workplace evidence, professional judgement and communities of practice to strengthen both assessment quality and learner development.
Systems and strategy
Evaluation of Education to Engineering
The Engineering Education to Employment initiative was designed to address a shortage of engineers as a national, economic priority. Acting as a "systems integrator", it led to 500 new engineering graduates.
But the engineers weren't the kind most needed. This report looks at what contributed to this, and what it means for future systems.
Designing Conversations for System Change
Complex social challenges require more than presentations and panel discussions.
We designed and facilitated a national summit that brought together diverse stakeholders across the health system.
It explored the possibilities for improving the health of women and gender-diverse people, combining facilitation and analysis to turn conversations into actionable insights.
What Kāhui Ako Taught Us
Kāhui Ako were established to improve student achievement through collaboration across communities of schools and early childhood centres.
Drawing on different sources of evidence during Kāhui Ako's rise and eventual disestablishment, this analysis identifies 15 lessons for future efforts to build collective capability and system-wide improvement.
Building an Evidence-Informed Organisation
How can large organisations make better decisions? We developed a strategic research framework for a government agency, identifying emerging challenges, knowledge gaps and priorities for future inquiry.
This helped strengthen the agency's capacity to work in an evidence-informed way and make better use of research, data and organisational learning.
Strengthening Governance and Quality
When a professional body's accreditation is challenged, governance, quality systems and educational design all come under scrutiny.
We provided strategic advice and support to help an organisation respond to concerns, realign its work with regulatory demands and improve confidence in its training programme.
Learning and capability
Vocational Thresholds for GPs, Carpenters and Engineering Technicians
Some learning experiences change how people think and practise, not just what they know.
This 3-year study of general practice medicine, carpentry and engineering technician work developed the concept of "vocational thresholds": significant learning experiences that grow capability and professional judgement.
Trauma-Responsive Learning in Addictions Recovery
Many education programmes focus on qualifications or behaviour change. We designed this trauma-informed programme for a social services provider to help women to build healthy, connected and addiction-free lives while fostering lifelong learning capability and personal development.
Strengthening Facilitator Capability
The quality of restorative justice processes depends heavily on the skills of facilitators.
In collaboration with Te Ngāpara Centre for Restorative Practice at Victoria University of Wellington, we redesigned the national facilitator training and accreditation programme to strengthen consistency, professional judgement and readiness for complex conversations.