It took a while to arrive, but online learning came at a hiss and a roar during COVID and is now firmly embedded within vocational education. Nearly everyone is using it in some form today, but are we actually doing it well?
When I set this project up I asked the question… “How does online learning perform in vocational agricultural training, and what does this mean for delivering NZQA-recognised qualifications?”
As the project developed, the central themes became easier to identify. In many ways, this project became a SWOT analysis of online learning within vocational agricultural education.
In hindsight, the topic was extremely broad and I nearly fell into the trap of paralysis by analysis. The literature and research pointed toward a wide range of connected issues surrounding online vocational agricultural training. I followed up the literature findings with surveys for both students and educators, and interviews with industry stakeholders. I wanted to see what people on different levels were experiencing.
The big issues:
- Online learning is not the main problem. Bigger issues are poor systems, low motivation, outdated thinking, and training that does not always match industry needs.
- Online learning suits agriculture well, especially for people living far from town.
- Tutor support still matters. Learners want guidance, feedback, and interaction.
- Staying focused online is a major challenge.
- AI is changing education quickly and the sector is struggling to keep up.
- Secondary agricultural education appears under-supported and inconsistent between schools.
- Funding pressure may be encouraging “bums on seats” behaviour and weaker delivery.
Main recommendations:
- Redesign assessment approaches for the AI era through greater use of practical verification, oral questioning, and authentic workplace evidence. AI is already here, so let’s use it.
- Improve resource support, funding, and consistency within secondary agricultural education because strong learner foundations begin there. Teachers need better backing, not constant pressure and fragmentation.
- Make vocational education funding more contestable and reduce protection of outdated delivery models. Increase competition to improve outcomes.
- Recognise the importance of pastoral care within successful online vocational training. Pastoral support systems should be funded separately.
- Strengthen tutor capability in online delivery, learner engagement, digital systems, and AI use. Use the technology.
In the beginning I thought the issue was a lack of uptake with online learning. What I found instead was a system under pressure from changing technology, AI, learner expectations, funding pressures, and shifting industry needs. Online learning is already here. The bigger question is whether we are prepared to design and support it properly… or do we bury our heads in the sand?
Carlos Mancer
