Two projects are now underway to better understand and strengthen how practical training is delivered and assessed in two key trades: Plumbing, Gasfitting and Drainlaying (PGD), and Scaffolding.

Plumbing Gasfitting & Drainlaying (PGD) project: building a clearer picture of delivery

Although recent improvements have been made to PGD apprenticeship programmes and new programmes are set to launch in 2025, there are still gaps in understanding how block courses are delivered and assessed across the country. Some sites haven’t undergone moderation in years, raising concerns around consistency and quality.

This project, led by Stephen Bocock with industry SME Pete Shields, is visiting every site delivering Level 4 PGD apprenticeships. The goal is to build a clear picture of current teaching and assessment practices and identify opportunities to better support apprentices.

Key activities include:

• Visiting all ITPs, PTEs and ICE sites delivering PGD block courses.
• Observing full-day (eight-hour) teaching and assessment sessions, particularly in gasfitting (Block 16), final drainlaying, and plumbing in Years 3 and 4.
• Reviewing facilities, resources, and tutor/assessor qualifications.
• Speaking briefly with apprentices and post-moderating recent learner samples.

The first site visits took place last week at Unitec and MIT. While both providers took different approaches to assessment, they achieved similar outcomes. Delivery was generally strong, with minor areas for improvement noted.

Scaffolding project: addressing concerns through national site visits

Led by Tim Reid and Ryan Ego, with Graham Burke as the industry SME, the Scaffolding Project responds to industry concerns about the quality and consistency of capstone and higher-level scaffolding courses.

Site visits are now underway to observe delivery and assessment in:

• Block 3 (capstone)
• Block 4
• Level 5 suspended scaffolding courses

Each provider will receive at least three site visits across different locations. These visits include:

• Observing eight hours of teaching and assessment at each site.
• Reviewing equipment, facilities, and learner readiness.
• Moderating any assessors not seen in action during visits.
• Reviewing assessor qualifications and previous moderation reports.

Both projects are part of Waihanga Ara Rau’s wider focus on ensuring high-quality, consistent training experiences for apprentices across the country.