Engineering technology is one of nine new industry-led subjects set to be taught as part of New Zealand’s senior secondary qualification system.
The Transport Industry Skills Board will lead the development of the subject in partnership with the Energy and Infrastructure Industry Skills Board, the Manufacturing and Engineering Industry Skills Board, and the Electrotechnology, Information Technology, and Creative Industry Skills Board.
Transport Industry Skills Board chief executive Samantha McNaughton says the new subject will help expose more young people to engineering and technical careers across New Zealand.
“Engineering supports many of the systems and industries that keep New Zealand moving, connected, and productive, but young people do not always see the full range of opportunities available to them.
“This subject will give students practical experience of engineering concepts and help them understand how those capabilities connect to further study, training, apprenticeships, and employment.
“It also provides an opportunity to strengthen the relationship between schools and industry, so learners can make informed decisions about their futures and employers can help shape stronger pathways into the workforce,” McNaughton says.
Engineering technology will introduce students to the systems, machines, tools and infrastructure used across modern engineering and technical industries. Learning will draw on real-world contexts including automotive, aviation, maritime, rail, electrotechnology, manufacturing, construction and infrastructure, with students developing practical skills through project-based learning.
Aviation Industry Association of New Zealand chief executive Simon Wallace says the subject could help address the aviation sector’s long-term demand for skilled engineers and technical workers.
“Aviation relies on a strong pipeline of people with practical engineering and technical capabilities. Introducing students to these opportunities earlier will help broaden awareness of aviation careers and encourage more young people to consider pathways into aircraft engineering and the wider industry.”
Motor Trade Association chief executive Lee Marshall says the new subject will strengthen pathways from school into industry.
“MTA has called for one pathway with equal status between vocational and academic learning, so young people can choose subjects that reflect their strengths and aspirations without one route being seen as less valuable than another,” says Marshall.
“Engineering Technology can help put that approach into practice by giving students meaningful exposure to technical learning at school and showing how those skills connect directly to apprenticeships, further training, and rewarding careers in the automotive industry.”
McNaughton says collaboration between industry, schools and training providers will be central to ensuring the subject reflects current practice and future workforce needs.
“The development process gives employers, industry organisations, schools, providers, and subject experts an opportunity to help create a subject that is relevant, practical, and connected to genuine pathways beyond school.”
Development of the subject will take place during 2026 and 2027, followed by assessment design, piloting and transition. Engineering Technology is expected to be available to Year 12 students in 2029 and Year 13 students in 2030.
Industry partnership
Education Minister Erica Stanford says the subjects are being developed with industry to better align classroom learning with future careers.
“These subjects are being developed with industry to give students an exciting range of options, so businesses know young people are building the skills their sectors need, and students can gain knowledge that sets them up for work, trades, training or university.”
Alongside engineering technology, other subjects include next-gen manufacturing, applied intelligent systems, construction and built environment, energy and infrastructure, food and fibre systems, health services and care, hospitality food and beverage, and tourism.
Economic Growth Minister Nicola Willis says the Government has invested $15 million through Budget 2026 to develop practical qualifications that respond to workforce needs.
“We’re focused on giving students a clear pathway between what they’re learning and where the opportunities are: energy, construction, engineering, food and fibre, health, tourism.
“That’s why we invested $15 million as part of Budget 2026 into creating practical qualifications that students want and employers need,” Willis says.
Stanford says the qualifications will carry the same standing as traditional school subjects while supporting multiple career pathways.
“The subjects will have parity of esteem with traditional subjects such as English and Maths and count towards students’ secondary school qualifications, and support pathways into university, trades, training or the workforce.
“We know students are more engaged when they can see the purpose of what they are learning and how it connects to their aspirations, making staying at school relevant for every child, no matter what career pathway they choose.”
